Studying Children’s Friendships in Bigelow and La Gaipa: Comparison

In this essay you will read about the many similarities and differences of the study and research of children’s friendships expectations, which were approached by Bigelow and La Gaipa (1975) and William Corsaro (2006). Firstly I will introduce both of the different approaches and methods and I will then later go into the results of their work. I will later go on to talk about the problems with some of the methods and what could have been changed to solve these and lastly the similarities and differences between them both. Bigelow and La Gaipa in 1975 approached a study on children’s friendships; they started the study in the 1970 when very little was known on children’s friendship and the aspects of ‘friendships’. Their main studies was to look at the differences in children’s understanding of friendship at various stages of development and how the children’s interpretation of friendship changes as they get older. In the Experiment itself they asked thirty girls and thirty boys from eight different schools, between the ages of six and fourteen to think about their best friend of the same sex. They were then told to write an essay on what they expected of their best friend and how it differs from expectations of other friends. Bigelow and La Gaipa sampled a study of four hundred and eighty essays. Before the study and research took place Bigelow and La Gaipa wrote a list of different characteristics of a best friend of which they believed the children may include in their essays, they created a list of twenty one difference categories of friendship expectations. For the results of this method they took all four hundred and eighty essays and compared them against their list of twenty one categories of friendship expectations, this was to count how many times each expectation was mentioned, this is usually referred to as a frequency count. Once they counted each expectation and the occurrences had been noted they could use the frequency count to look for patterns that could give them an insight into children’s friendships expectations and the changing nature of it. Bigelow and La Gaipa found some differences in the expectations of a best friend in different ages and how gender differs too. Sixteen of the twenty one categories were noted more frequent in the elder children’s essays compared to the younger, it is said that ‘’expectations of a best friend become increasingly complex and sophisticated as children get older’’. Bigelow and La Gaipa all came up with three different stages of development of children’s expectations in friendship: First stage- is based on shared activities, so when you’re a lot younger and your parents take you for meetings with other children to start the development of friendships. Second stage – this change is different from the first stage as the friendships are more emphasized on sharing, loyalty and commitment. Third stage – this stage is based more on growing up and the importance of similarity in attitudes, values and the potential of a more intimate friendship The problem with Bigelow and La Gaipa’s approach was that younger children lack the use of skills and higher education such as verbal and writing skills, older children may be a lot better with words and may be more descriptive, whereas the younger children will keep there’s more simple and basic. Another problem with their approach was that Bigelow and La Gaipa created the list themselves of the friendship expectations, this could be seen as unfair because what they wrote down could be their own expectations and not a varied supply of words for everyone’s views on friendship expectations. To change this they could have asked another variety of people on their first thoughts on what is a best friend and used a mixed variety of ideas. William Corsaro was more interested in how children spoke to each other and that research on children’s friendships should focus more on their understanding of the word. William Corsaro wanted to explore more into how friendship changes and is meant in different places and different times, he wanted to look more into the communication of children with each other rather than have an interviewer. He made notes on the different activities of children and their interactions with each other, whilst video recording them, this is an example of an ethnographic approach. An ethnographic approach can be seen as better when it used with younger children which may not be good with words like elder children, also this way he could get a first-hand account of the Childs experiences. Corsaro had to find a way of blending in with the social groups without seeming inconspicuous, he believed that a way which has worked well in the past is observing and watching from a distant and waiting to be approached by children, for them to then invite you into the social group. He firstly observed a group of children of the age of three years old playing in a box and discovered in order to gain access to be invited to play together you need to already be friends or become friends. He then observed to three year old girls, Jenny and Betty and discovered that they became concerned about one another when one disappeared to play with someone else, Betty also reassures Jenny that they are still best friends. William Corsaro’s last observation slightly contradicts Bigelow and La Gaipa’s idea of showing concern of each other comes as you get older, whereas Corsaro comes across the two girls whom at the age of three become concerned for one another. This may be due to the different approaches they both took in their research, Corsaro’s approach was more about translating the children’s words whereas Bigelow and La Gaipa’s at the end came down to translating the children’s essays into numbers. They both started off by using more qualitative data but later Bigelow and La Gaipa altered theirs to quantitative. The problems with Corsaro’s approach is that he didn’t vary his ideas enough and kept them to a small, minimum age range and didn’t vary the different situations, although his idea was to see the understanding of children’s idea on ‘friends’, if he had mixed situations and ages Corsaro may have had a very different result to what he got. I think it would have made his experiment more interesting if he had varied genders and the amount of children and also seen how boy and girl friends interact with one another. By looking at both studies there is an obvious similarity and this is that they both were interested in the research and study of children's friendships. Another similarity in both these approaches of children’s friendship is that the children had free will to do or write what they wanted, Bigelow and La Gaipa just told them to write what they looked for in a best friend and William Corsaro allowed the children to play where they wanted and allowed them to introduce him into their social group rather than approaching it himself which may have altered the results for his study. From my point of view there are a lot more differences comparing both the approaches, to start with although they were both looking into children’s friendships, William Corsaro was more interested in the children’s individual understanding of the word ‘friend’ and how place and time affect this, in contrast Bigelow and La Gaipa wanted to know a range of ideas of what children expect of their ‘best friend’. They also used different methods Corsaro used an ethnographic approach unlike Bigelow and La Gaipa which used a written quantitative research method. To conclude this essay I believe that the differences overrule over similarities with Bigelow and La Gaipa’s compared to William Corsaro’s approach. They both make valid points in their methods, studies and especially their results, but both results contradict one another, by one saying as you get older friendships become more complex and you become more concerned for friends, where on the other hand the other goes on to show that from a young age of three a couple of young girls show concern for each other, which opens the question of every child differs from each other. Bigelow and La Gaipa had a good idea of method by sampling a wide number and varied the ages and areas the children were from, whereas William Corsaro only observed a small amount of children which doesn’t open his sampling studies as he was then restricted to what he had. I believe that William Corsaro had the better method overall though by actually observing how children interact and by seeing it all himself from his own eyes, children’s views on each other can differ all the time, even days when they’re a lot younger.

Gender segregated schools Essay

The Benefits and Disadvantages of Single-Sex Education Schools in early 17th century America were fist modeled after English learning institutions after Puritans immigrated over to the English colonies. Originally only rich white males were allowed to attend school to learn how to read and write. In many cases, most parents placed their boys into the nine month long curriculum to keep them out of mischief. For the other three months of the year, students would be released from school during the summer months to lend a hand on their familys arms to help cultivate the land and raise animals. During the summer months, wealthy white girls attended these same schools often taught by a female instructor to learn to read and write. Of the girls who could attend the schools, many were kept at home to be taught the essentials for their future such as cooking, sewing, and the caretaking of babies and toddlers (A Short History). Fast forward one hundred years and the first coeducational schools can be found appearing in the American colonies, primarily the New England area. In these schools the major focus was to teach children how to read, specifically for religious purposes. The likely cause of the integration of boys and girls in schools is thought to be stemmed from â€Å"growing numbers of female church numbers and the practical requirements of finding enough children to support schools in sparsely populated regions† making schools more practical to spread religion (A Short History). After the revolutionary war, American citizens saw that women’s education was important and was needed to promote good citizens and great leaders in society. With this state of mind, many private schools opened their doors to coeducation and allowed both boys and girls to attend school together. Until the late 1840’s, only rich white boys and girls were allowed to attend schools because there was no government funded schools. That changed when reformers Horance Mann and Henry Barnard succeeded with their efforts to promote a free public school system. This finally allowed all white children to attend schools together for free. The only exception to gender-integrated schools where catholic families who â€Å"objected the practice of coeducation on moral and religious grounds†¦ and that males and females had profoundly different purposes to fulfill† (A Short History). Because of this many catholic schools remained segregated y gender. In the early 1900’s many schools created classes specifically to prepare boys and girls for their future. Girls were taught â€Å"home economics and traditionally feminine labor skills, such as secretarial work and or garment-making† while boys were educated in industrial arts, bookkeeping, and commercial geography (A Short History). These classes were introduced for the importance of the growing labor market of the time period. In todays society, some parents are faced with placing their children in gender- segregated schools or in public schools to better benefit their children. The problem brains of the two genders learn different subjects at different ages. So, with this, boys or girls have an advantage over each other. The same happens when puberty becomes a factor in adolescence as well as in high school with distractions. On the other side, there are also benefits to public schools such as socialization with the opposite sex and better preparation for the real world. Then there are gender segregated schools that better accommodate teaching methods and times for specific sexes as well as better grades, less competition, and fewer distractions. Again there re bad sides to this too, such as less socializing and less competition to prepare someone for their future Job. With all of these factors, any parent faced with a decision like this will have a hard time figuring out what type of education their child should receive. One of the major arguments people make supporting gender-segregated schools is the fact that boys and girl’s brains differ in many different aspects. Whether it is an emotional difference or the structure of the brain, one gender will do better in class than the other. In 2007, a team of neuroscientists from the National Institute of Mental Health conducted a study on subjects ranging in age from three to twenty- seven years old both male and female. Their results showed that the occipital lobe of the brain where visual processing is mostly associated with is developed much more rapidly in six to ten year old girls, as opposed to the male brain where this lobe does the majority of its development after fourteen years of age (Novotney). Another major brain difference between the girls and boys is that a girl’s corpus callosum is twenty- five percent larger than a boys, making girls better at multitasking. A girl’s prefrontal ortex also develops earlier and larger than that of a boy, making girls better at abstract thinking and thought analysis as well as making better choices between right and wrong (McBride). Meanwhile, the cerebral cortex where mechanical and spatial thinking is conducted is used much more in boys. This results in boys having an easier time learning with movement and pictures as opposed to girls. With these different developed sections of the brain, girls gain an upper hand in classrooms over boys by ways of better listening, sensory memory, and especially reading and writing. However, boys gain an upper hand over girls in math as Leonard Sax a Ph. D. in psychology and author of Why Gender Matters explains: [the] fact that many middle-school boys seem to learn algebra better when you start with numbers, whereas many same-age girls seem to be more engaged if you start with a word problem. For example, if you are teaching equations in multiple variables, the typical 7th-grade boy will do better if you begin by asking â€Å"If x + 2y = 60, and 2x + y = 90, how do we solve for x and y? † But the typical 7th-grade girl will be more engaged if you begin by asking â€Å"If a sweater and two blouses cost $60, and two sweaters and a louse cost $90, how much does each blouse and each sweater cost? (Sax 15). By splitting boys and girls in school, a teacher can adjust a test to where the two genders of students both benefit from word or equation only math problems. According to Lisa Damour, Co-director of the Center for Research on Girls at Laurel school, a girls day school claims that â€Å"the benefit of single-sex schools†¦ is that they offer the dynamic of having only one sex in the classroom at a time, creating girls class that would not work as effectively in a boys class and vice versa (Novotney). That way boys and girls are taught the same subject at different times in a better gender specified manner. Many studies have statistically shown support towards gender-segregated schools as being better for students in both education and even personality. A study was conducted by researchers from the University of Pennsylvania studying schools in Seoul South Korea that randomly assigned students to either attend a coed or gender-segregated school. In these schools, all students were from different socioeconomic backgrounds. The results of this study found that girls in gender- egregated schools were more likely to attend college after graduation as compared to girls at coeducational schools; the same appeared in boys of both types of schools. Both boys and girls in these gender-segregated schools made higher test scores than coed schools in the same city. In another study conducted by Betta Hannover and her colleague Ursula Kessels found that American girls in girl only schools were more comfortable with physics. The National Foundation for Educational Research in England also supports that boys and girls do better on test scores and overall grades as compared to coed students regardless of background factors. The study also backs up the Hannover and Kessels study by finding that â€Å"girls at single-sex schools were more likely to take non-traditional courses – courses which run against gender stereotypes† (Single-Sex). Student grades at single-sex schools could be better than expected by both boys and girls because boys and girls in the single sex schools are more comfortable enrolling in contradicting gender-stereotypical classes, like girls interested in computer science, and boys in art. These classes could seem a bit more difficult for some students bringing their overall grade down a bit even if it is in egard to students in different nations or here in America. Researcher for the Australian Council for Educational Research Cornelius Riordan found that most boys and girls who attend single-sex catholic schools were from lower socioeconomic backgrounds, yet these students obtained better grades than coed students (Single- Sex). This backs the study done by researchers at the University of Pennsylvania, that socioeconomic background does not play a major role on a student’s grades as thought by many people who oppose single-sex schools. Riordan also found that students in these catholic schools view learning in a more positive manner which ould be another reason as to why students in single-sex schools do much better than coed students. In another study conducted in Jamaica by Marlene Hamilton â€Å"found that students attending single-sex schools out preformed students in coed schools in almost every subject tested† which confirmed the research done in Australia, South Korea, England, and America (Single-Sex). With many studies on students all over the world being consistent, it proves that single-sex schools are better for a student’s education. Not only do single-sex schools benefit a student’s education, but their overall focus and character as well. At Thurgood Marshall Elementary School in Seattle, principle Benjamin Wright led the movement of the schools traditional coed classroom setting to single-sex classrooms. Before this transition he would address over thirty misbehaving children a day, eighty percent of which were boys. In regard to the Washington Assessment of Student Learning, the single-sex classrooms, there were on average one or two students sent to the office for misbehavior a day. The boys reading average rose to sixty-six percent while their writing average also went up to fifty-three percent (Single-Sex). All of this was done under the same teachers for boys and girls. At an inner-city high school in Montr ©al who underwent the same type of transition also saw positive results. The number of students skipping class dropped by thirteen percent to Just seven percent. Fifteen percent more of students passed their final exams as opposed to before where sixty- five passed. Finally, the rate of students continuing their education in college doubled what it used to be before the switch. With these consistent positive results, many schools will turn to the idea of following these footsteps and transition to single-sex schools or classrooms to benefit all students in their education and haracter. Although segregating students by gender has its positive results, it also has negative results in students psychologically and socially. New York Times writer Tamar Lewin stresses â€Å"the strongest argument against single-sex education†¦ is that it reduces boys’ and girls’ opportunities to work together, and reinforces sex stereotypes† (Lewinl). By splitting the two genders apart, students will not know how to properly work together or even communicate with one another. According to the American Psychological Association, â€Å"school is preparation for the adult life and how oys and girls learn to interact will dictate relationships formed in the workplace† (Saunders). As students are separated by gender, they miss vital chances to work with one another and build important social skills. By segregating students, they are missing out on learning those very skills needed outside of school such as an engineering firm where thoughts from multiple engineers take place. A female engineer who spent her entire school life including college in single-sex classes may feel a bit more uncomfortable speaking out her ideas to the male engineers. Not only oes this affect people in the work place, it affects their personal relationships as well, for example, a male trying to meet women to date, becomes much more difficult. If he has spent little or no time communicating with the opposite sex, he may feel shy or awkward. Elizabeth Danish explains: Part of the idea of going to school is to prepare your child for ‘real life’ when they leave. There is no doubt that the real world’ is mixed gender rather than single sex and so that means that the best way to do this would be to emulate that in school. Further, learning to talk to members of he opposite sex is a very important skill and one that can leave you at a significant disadvantage if you’ve never had a chance to practice. By experimenting with relationships now when things are less serious, your child will be better at managing and finding them when they leave (Danish). She also believes that in coed schools students become more understanding of each other and are more open minded of new conditions. Danish then suggests that building a feminine side to men could help them better understand girls and reduce the changes of sexism in schools. The problem with some single-sex schools is that he ideas of men are better than girls or in some cases women are better than men begins to circulate and lowers the self-confidence and self-esteem of some students. Another problem facing single-sex classrooms is lack of trained teachers to What could be done to better benefit students in single-sex schools is to have the two genders attend the same school in different buildings. With this, students could be integrated during lunch hours and for elementary schools even recess. This way the two genders can socialize with one another and not be completely segregated throughout all twelve years of school. This socialization can help prepare boys and girls for life outside and after high school in both work life and relationships with one another. In regards to single-sex classrooms, studies show how boys are encouraged or more engaged in learning subjects can be implemented in teaching methods for specifically boys and vice versa for girls. With this, teachers can know what method of teaching works better so they can use it only for boys and only for girls. The numbers of single-sex schools have been on the rise in the past fifteen years and will continue to go up because they are proving to better benefit student’s education and personality. However, many advocates believe that the psychological and sociological downsides to this form of education are harmful to students and outweigh the positives.

Report: Human Resource Management and Case Studies

Written Assessment 1 – Short Report on Case Studies Objective This assessment item relates to course learning outcomes 1 and 4. Structure Follow Report format. See the Course LibGuide for further details. Your assignment must be written in Times New Roman, size 12, with 1. 5 line spacing. You must follow all other formatting rules described in the guide mentioned above. Topic Background â€Å"Only human capital can produce a sustainable competitive advantage. And, performance management systems are the key tools that can be used to transform people's talent and motivation into a strategic business advantage. Aguinis (2013) Performance Management Task You are required to carefully review and evaluate 4 Case Studies from your textbook. These are: Case Study 4-1 â€Å"Diagnosing the Causes of Poor Performance† Case Study 4-2 â€Å"Differentiating Task from Contextual Performance† Case Study 4-3 â€Å"Choosing a Performance Measurement Approach at Paychex, Inc. â⠂¬  Case Study 4-4 â€Å"Deliberate Practice Makes Perfect† For each case you are to prepare a 500-700 word response to all of the critical thinking questions presented at the end of each case.Provide relevant research evidence to justify and support your response in addition to the set text. Instructions: You are expected to read widely for the assignment. You should access scholarly material, including peer reviewed journal articles, chapters from edited books of readings, and books on specific human resource management (HRM) topics (at least 12 additional references required for the entire assignment). A good guide would be to use at least 3 additional references (ideally these would be journal articles from 2008-2013) for each of the case studies.The reference lists found in your prescribed textbook, as well as other texts, are good places to start when searching for additional references. Reliance on websites or textbooks only is NOT an appropriate academic literature s earch and will not help you to achieve higher marks and/or grading. The purpose of this piece of assessment is for you to demonstrate your ability to construct an in-depth and critical analysis discussion on Performance Management topics. In doing so, you are expected to use, and correctly cite, a range of relevant scholarly literature as evidence to justify and support your work.

Monetary and Fiscal Policy in the Euro Area Essay

Monetary and Fiscal Policy in the Euro Area - Essay Example At its beginning stage, in 1990 the EU has made the free capital movement within the euro area and formation of a single market certain. In the second stage the EU introduced the formation of the European Monetary Institute (EMI) in the period of 1994-1999, which is the pioneer of the European Central Bank (ECB). The third and final stage has been traced by introducing the euro currency along with a single and common monetary policy of the European Central Bank in the euro area. It is noted that though each of the member of the EU are also the elements of the EMU, however, the euro area does not consist of all the EU countries. Only the members who have considered the euro as their currency have been incorporated in the euro area. Only these countries are liable towards the ECB’s monetary policy. Except the UK and Denmark, all the member countries of EU have been entailed to become a part of the euro area by meeting the criteria regarding the specific economic convergence stan dards. The policies regarding the economic surveillances under the framework of the EMU demand that all members should guarantee the harmonization of their economic policies. Beside they are required to grant their mutual supervision of the union and reveal the regulations related with their financial as well as budgetary policies. With the provision of monetary policy, the stability of the single currency, the euro, is supported and emphasized. However, considering the strategy requirements towards the arrangements of pensions, labor or capital market, the fiscal policy, the policies of taxes and expenditures, remains under the control of the individual state governments of the member countries. But for functioning of the EMU directions effectively in accordance with its requisite, a supportive public finance is necessary along with supple and assimilated labor, product, and financial markets. Governments of all the member countries are required to sustain their

Law for non-lawyer Case Study Example | Topics and Well Written Essays - 2000 words

Law for non-lawyer - Case Study Example Essentially, there are laws governing criminal offences as well as civil offences. In addition to underscoring the punishment that the offenders should be accorded, the laws offer principles that need to be put in consideration before the suspects are justified to have committed the alleged offences. In this consideration, law is an instrument of furthering justice and ensuring that all individuals are treated equally. Offences related to assault are defined to be criminal by the law. This is due to the fact that they expose the individual to harm or danger that compromises their life. Put differently, assault is a criminal offence that compromises the life of a victim. It exposes the victim to danger and/or instils a demeaning sense of fright. Usually, the legal implications of assault are immense. For this reason, it is important for the prosecutors to weigh the options and establish that the offense actually occurred. It would be unfair to prosecute a person if it has not been cle arly established that the offense actually happened. It is against this background that this paper explores the guidance and general principles that need to be put in consideration when making the decisions regarding whether to prosecute Billy for the alleged assault. Generally, assault is defined as any act, as opposed to a simple omission, in which an individual recklessly or intentionally causes the other to apprehend unlawful and immediate violence. As in R v Burstow; R v Ireland (1998) 1 AC 147, fear is an inherent factor of assault. In addition, assault does not necessarily constitute physical contact with an individual that alleges to have been assaulted. In light of Barwick CJ in The Queen v Phillips (1971) 45 ALJR 467 at 472, the mere instillation of fear amounts to assault (Loveless 42). With reference to the case study, Billy assaulted the youngsters psychologically. Arguably, the two children were filled with fear when their mother was hit in their presence. In this sens e, Billy is liable for the offence of assault. The principle of recklessness is also important in establishing the charge of assault. In instances where the crown relies on recklessness to make the vital decisions and where physical force is not applied, Monaghan indicates that it is essential for one to prove that the accused was aware that the complaint is likely to fear that s/he would at that particular point in time be subjected to unlawful and immediate force (64). Regardless of this knowledge, the accused went ahead to take the respective risk. In instances where physical force is applied, the crown needs to prove that the accused was sure that the complaint would actually be exposed to unlawful force, however minimal, as a result of what he was just about to do, but still took the risk that the respective incident might happen. A classic exemplification of this is by R v Savage; DPP v Parmenter [1992] 1 AC 699 (Monaghan 65). With reference to the case study, Billy clearly kn ew the implications of hitting his wife with a leg of a chair on her head. It has not been indicated whether he was under the influence of alcoho

Account 4 manager task number4 Research Paper Example | Topics and Well Written Essays - 1250 words

Account 4 manager task number4 - Research Paper Example Future sustenance of the organization becomes a question mark if this process continues for a long time. To curb this, a series of planned efforts need to be taken up like: As per estimations, the company intended to spend 70% of the fees revenue while the actuals record a 10% jump to that figure. A total of 80% of fees revenue was diverted towards expenditure. This measurement speaks of the inefficiency of the management. It has failed to control its costs effectively. Analysis of costs: Costs usually are fixed and variable in nature. The fixed costs are those which need to be incurred irrespective of fees revenue up to some extent. Salaries and rent come under this category. Their control is a very difficult decision and is dependent on the stakeholder’s agreeability. If they agree so, the salaries could be altered either for a quarter or for a long period by 10%. Subletting the premises may be thought upon to reduce the rent outgo. However, the rental cost is quite minimal and emphasis should be put on reducing the salary payout. Regular monitoring and control of costs: To aid in such achievement, regular monitoring of resources has to be taken up. Management of resources has to be done efficiently. Prepaid and accruals need to be rightly treated. Right expenditure has to be analyzed through the help of mini budgets, graph charts and percentage analysis. It should be ensured that the costs are controlled and fit into the planned budget estimates. What data is used for analysis of the effectiveness of the management: A thorough measurement, analysis and monitoring of costs, can analyze the effectiveness of the management. To be more precise, fixed and variable costs have to be apportioned properly. This data can help us to take rational decisions on cost cutting methodologies. Improvements to existing processes: It is imperative that the organization needs to improve its financial position with immediate effect.

CA BUDGET ANALYSIS PAPER Essay Example | Topics and Well Written Essays - 750 words

CA BUDGET ANALYSIS PAPER - Essay Example However, following the 2007 – 2009 global recession that affected all economies including the United States, the education funding programs were slightly affected. For instance, some schools in different states are getting to the New Year with less state funding that it used to be in other years. Most of the sectors are worried with the declining trend in education funding programs (Oliff, Mai, and Palacios 01). There are claims that as the state and nation need new skills to master and adopt new and complex technologies to help in curbing the complex economy, the government shows a decline in state educational investment. Naturally, lack or decline in funding most of the known state funded programs usually leads to gap in running and managing such programs; thus, threatening poor quality in services produced and rendered in such programs. Challenges Facing California on State Funded Programs Following the recession and global economic crisis, nearly all states’ funded programs are affected in one way or the other. In the case of California, the education has since received less funding per student compared to other years (A Parent's Guide to Charter School Funding Challenges 01). These changes in the amount of fund per student affect the education services in the affected school. These effects are feared that may interfere with quality of education in California. Additionally, the changes in funding from states make schools to spend on large facility budgets towards chartering schools. Notably, it is these charters that now pay bills accrued by school including rents. These challenges in the state funded programs cause uncertainty in management that may largely interview with quality of services offered in such programs. Pros and Cons of State Funded Programs The most dangerous part of the state funded programs is that such programs usually operate at the mercies of the state budget. In cases where the state gets broke such programs are usually a ffected and the same usually leads to changes in services delivery in such programs (Leachman and Ma 01). Notably, changes in the service delivery may affect the quality offered following the changes. For instance, following the reduction of the funds remitted to the schools, schools have reacted by reducing numbers of teacher so they may adjust to their budget. It should be noted that as the number of teachers changes, the numbers of students usually remain constant or increases; therefore, burdening the remaining teachers. Few teachers working on many students or pupils will usually lead to poor quality of service delivery. Nonetheless, the state funded programs are usually monitored closely by the funding organ; therefore, such funding usually lead to quality service delivery. Additionally, funding state programs usually easy or reduces burden on other stakeholders. For instance, funding education programs will reduce burden on parents especially those who are unable to pay for t heir children’s education comfortably. Effects of Funding or Not Funding State Funded Programs If state programs are not funded; for instance, if the education is not funded, both the parents and pupils will be affected; however, pupils will be affected immensely since these funded services are directly related to them. As had been mentioned, if education id not funded fully or completely, the affected schools will opt to reducing the number of staff and this will impact greatly on