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South African Journal of Education
On-line version ISSN 2076-3433
Print version ISSN 0256-0100
S. Afr. j. educ. vol.34 n.2 Pretoria Jun. 2014
Pass rates in primary school leaving examination in Tanzania: implication for efficient allocation of resources
Telemu Kassile
Department of Biometry and Mathematics, Sokoine University of Agriculture, Tanzania email@example.com
This paper examines regional differentials in pass rates in Primary School Leaving Examination (PSLE) in Mainland Tanzania. In particular, the paper investigates the effects of pupil-teacher ratio (PTR), pupil-latrine ratio (PLR), pupil-classroom ratio (PCR), availability of electricity in schools, and secondary school and above education of women and men aged 15-49 years on the percentage of students passing the PSLE. The paper employs a multilevel framework using aggregate regional data from Basic Education Statistics in Tanzania (BEST) and Tanzania Demographic and Health Survey (TDHS). The results indicate that regional pass rates in PSLE are negatively associated with regional PTR and PLR, and that there are regional differences in these education resources. However, their effects were found to be statistically insignificant. Education of women on the other hand, was positively and significantly related to the pass rate in the PSLE. Accordingly, there is a need for formulating education policies that would promote the enrolment of women in higher education in Tanzania so as to ensure that children achieve progress in education and social economic development later in life. In addition, measures to ensure efficient allocation of resources are needed in order to address apparent regional disparities regarding access to essential education resources.
Keywords: contextual analysis; efficient allocation; pass rates; primary school leaving examination; Tanzania
Educational attainment of the population is an important component of human capital accumulation and one that is fundamental for economic growth and development (Birdsall, Ross & Sabot, 1995; Barro & Lee, 2001; Mungai, 2012). In many countries in Africa, like elsewhere in the Third World, education is the most important public policy agenda, with a significant proportion of the annual national budgets as well as international support being allotted to it (Samoff, 1987). To promote people's access to education and ensure that boys and girls are able to complete primary school, various measures including elimination of fee have been introduced by some countries in sub-Saharan Africa. Malawi, Uganda and Tanzania abolished school fees in government/public schools in 1994, 1997 and 2000, respectively, while Burundi, Cameroon, Ghana, Kenya and Rwanda did the same in 2003 (Grogan, 2008).
There is enough evidence in literature of the existence of inter-country or inter-state/regional differences in various aspects of primary education. Education statistics from the United Nations Development Programme (UNDP, 2011), reveal the existence of some variations across a range of education dimensions both within and between countries which are considered comparable in terms of development, as Figure 1 exemplifies. For example, in a category of countries in Brazil, Russia, India, China, and South Africa (the BRICS) grouping, while China had the PTR of 17.2 during the period 2005-2010, South Africa had the PTR of 30.7 during the same period. Among the five least developed countries (LDCs), (based on the Human Development Index (HDI)-score), while the Democratic Republic of Congo (DRC) had the PTR of 37.3, Chad had the PTR of 60.9.1 Considerable variations also exist, especially among the LDCs, in terms of gross enrolment ratio (GER) in primary schools and in the adult literacy rate.2 For example, among countries in the East African Community (EAC), Tanzania ranks the lowest in terms of GER and Rwanda ranking the highest (Figure 1). Benavot and Riddle (1988) explore the expansion of primary school in 126 countries during the period 1870-1940. They show that the extension of mass schooling was significantly associated with socio-economic, political, and religious situations in the studied countries. Asadullah and Yalonetzky (2012) and Shindler and Fleisch (2007) among others, provide detailed analysis of inter-state/province disparity in terms of access to primary education vis-à-vis state/province development in India and South Africa.
In the United Republic of Tanzania (URT), investment in education is acknowledged as essential to improving the quality of life of Tanzanians. According to Research and Analysis Working Group (RAWG, MKUKUTA Monitoring System & Ministry of Finance and Economic Affairs, 2009), over 70% of the annual budget of education in Mainland Tanzania is allocated to basic education activities, of which more than 50% is spent on primary education.
Education statistics of the Ministry of Education and Vocational Training (MoEVT) show that pass rate in the PSLE has been varying significantly on an annual basis in the past decade. Between 2001 and 2006, the percentage of children passing the PSLE increased from 28.6% in 2001 to 70.5% in 2006 (MoEVT, 2008). However, the pass rate dropped from 70.5% in 2006 to 54.2% in 2007, and it dropped further to 49.4% in 2009, but it improved slightly to 53.5% in 2010 (MoEVT, 2011). Broad regional inequalities in the pass rate in the PSLE are well documented in Tanzania. For example, in the 2008 examinations, the highest pass rate was just below 74% in Dar es Salaam region, in eastern Tanzania, while the lowest pass rate stood at 34% in Shinyanga region, in western Tanzania. Moreover, the pass rates varied between boys and girls with 82% versus 66% respectively in Dar es Salaam and 46% against 22% in Shinyanga (RAWG et al., 2009).
Investigating the relationship between school characteristics or students' socio-economic status (SES) and students' education achievement is one of the areas that have attracted the attention of researchers across the world (see, for example, Malmberg & Sumra, 1998-2001 and the references therein). At micro-level, studies on the SES-students' achievement relationship, reveal that students from affluent SES households have better educational outcomes. They are also more likely to progress to higher levels of education than their counterparts from low SES households (Malmberg & Sumra, 1998-2001). The authors (Malmberg & Sumra, 1998-2001) note that parents' education level has also an impact on their children's education attainment. Parents' education level would determine the type of school the students are likely to be enrolled in, that is, whether government or non-government; additional assistance the students are likely to receive outside the school framework, such as tuition after normal school hours, or assistance in doing homework.
On the one hand, studies at micro-level are also essential in elucidating our understanding of the link between educational achievement and students' socio-economic background, and the mechanisms through which intergenerational transmission of poverty within communities in the context of developing economy like Tanzania can take place. On the other hand, there have been restricted attempts in analyzing educational outcomes from a general perspective. Furthermore, as noted by Foster (1980), progress in school is not only linked to the socio-economic background of the students, but it is also linked to the aggregate social and economic milieu of the regions in which students live. Glick and Sahn (2010) note for example, that grade repetition among primary school students was 20% in Francophone Africa as opposed to 10% and 2% in Anglophone Africa and in the Organization for Economic Co-operation and Development (OECD) countries, respectively. In India, poor quality of schooling has been found to be a major contributing factor in student retention in primary schools (Kaul, 2001). However, the author notes that most of the studies focused on classroom settings, ignoring contextual differences across societies.
This paper provides an analysis that aims at understanding regional school and student's contexts on educational outcomes with reference to pass rates in the PSLE in the setting of Mainland Tanzania. A summary of Tanzania's education system and an overview of regional differences in selected socioeconomic and demographic indicators are first given in the next two sections.
The Tanzania Education System
The education system in Tanzania is described in detail in the Education and Training Policy (ETP) of the then Ministry of Education and Culture (MoEC, 1995). Briefly, the education system in Tanzania consists of two years of pre-primary education; seven years of primary education; four years of secondary ordinary level education; two years of secondary advanced level education, and at least three years of university education. The end of primary education cycle is marked by the PSLE, which is used as a basis for the selection of students into the first cycle of the two cycles of secondary education. Scores in the PSLE are categorized into five distinct grades, that is, A through E. A student is considered to have passed the PSLE if he/she scores an overall of at least C grade, which ranges from 85 to 120 marks. The scores in grades B and A range from 121 to160 marks and from 161 to 200 marks respectively (MoEVT, 2008).
Over the past decade, the major focus of the education sector has been on promoting and increasing access to education and promoting equity in access to education across geographical areas and groups with special requirements and gender, among others (MoEVT, 2011). The Primary Education Development Programme (PEDP), beginning in January 2002 is one of the Government's attempts geared at the realization of the vision of Universal Primary Education (UPE) within the wider Tanzanian policy contexts.
Regional differentials in selected indicators in Tanzania
Figure 2 provides a distribution of selected characteristics across regions contrasted with the national average as per the 2002 Population and Housing Census (URT, 2006). Numbers on the horizontal axis are the 21 regions of Mainland Tanzania.3 Wider regional inequalities are noticeable within and between indicators. Arusha, Dar es Salaam, and Kilimanjaro regions in general, seem to be better off in many aspects of socioeconomic indicators as opposed to the rest of the regions. For instance, these regions were the only ones that recorded the above national average percent of cement-floored households and which had electricity in the year 2002. They were also among the regions with the highest and the above average percentage of literacy of the population aged 10 years and above, households roofed with iron sheets, households that used piped water and had flush toilets. The three regions referred to were also above the overall average in terms of members of households with office work employment.4 Concerning household size, the three regions were among those whose household sizes were below the national average of 4.7 persons per household in the 2002 census while Shinyanga, Tabora, and Mwanza regions, had the highest household sizes of 6.2, 5.8, and 5.7 persons, respectively.
The data for analysis in this paper are in the form of aggregate (averages or percentages) and were obtained from the 2011 BEST publication series (MoEVT, 2011) and the 2010 TDHS (TDHS, 2011). MoEVT (2011) gives national data on various aspects pertaining to the education sector covering a five-year period from 2007 to 2011 for all regions5 in Mainland Tanzania. However, of relevance in this paper are regional pass rates in the 2010 National PSLE. The pass rates for the 2010 National PSLE were used primarily because they were the most recent statistics on pass rates available in the MoEVT (2011) at the time of writing this paper. In addition, PTR, PLR, PCR, and the percentage of schools with electricity in 2011 were also used in the analysis. Additional details about the data may be obtained at http://www.moe.go.tz/statistics.
The PTR was considered important since large PTR reflects the inability of teachers to provide the desired level of attention to all individual students in need of teachers' assistance; and this may have an impact on students' overall performance.6 On the other hand, PLR was selected for inclusion in the present analysis because large values may discourage regular attendance of students to schools, the outcome of which may be poor performance. Regarding PCR, the findings from the 2007 Views of the Children study reveal that pupils prefer teachers who like teaching, love students, and who make efforts to teach until students understand. These aspects are more likely to happen in smaller class sizes (RAWG, 2007). For a detailed discussion on the relationship between class size and students' achievement, see Bourke (1986); Glass and Smith (1979); and Nye, Hedges and Konstantopoulos (2000), to mention but a few. In addition, Goldstein and Blatchford (1998) provide an in depth review of methodological issues of studies pertaining to the relationship between class size and educational achievements.
According to Adler, Boyce, Chesney, Cohen, Folkman, Kahn and Syme (1994) and Adler, Boyce, Chesney, Folkman and Syme (1993), the three key components of SES are economic status (measured by income); social status (measured by education); and work status (measured by occupation). Though interrelated, these SES indicators are not totally overlapping variables (Adler et al., 1994). The focus on SES in the present study is based on studies by Sirin (2005) and Roscigno and Ainsworth-Darnell (1999), who have demonstrated that in education research, SES is one of the widely used contextual variables. In the absence of income data or information on household expenditure to mirror the milieu in which students live, we controlled in the analytical model rather crudely by secondary and above education of women and men aged 15-49 years. Of the different variables that are distributed along the SES strata, parental education is regarded as one of the most stable features of SES (Sirin, 2005). Ross and Wu (1995) note that well educated individuals are more likely to be employed and to have permanent and more rewarding jobs. As a result, they are likely to earn high incomes to meet essential goods and services for themselves and their families. Therefore, because of higher participation of men than women in the wage-labour market as observed by Birdsall et al. (1995), men's education was used to surrogate the economic status of households within the respective regions. Moreover, it has long been observed by Khandker (1987) that in the context of developing countries especially in rural African societies (Meeker & Meekers, 1997), women are directly involved in the production of non-market goods such as education, health, and nutrition. In this perspective, women's education was used as a proxy for women's decision-making power within the households.7
Statistical analysis
Numerical and graphical summary measures were carried out first. For numerical summary measures, the arithmetic mean together with the corresponding standard error (SE) was employed to summarize the data. In order to gain more insights about the distribution of variables in the study, the median, minimum, and maximum values were also estimated. Where appropriate, frequencies and corresponding percentages were computed. In addition, in order to understand the direction and strength of the linear association between variables in the study, Pearson's (product moment) correlation coefficients and corresponding probability (p) values were estimated. This involved correlation analysis between each of the independent variables and the outcome measure and between pairs of independent variables. For graphical presentation of the data, bivariate scatterplots were employed. In order to understand the existence of anomaly in the data, each of the variables in the study was standardised. Furthermore, in order to establish the existence of patterns of relationship between the outcome and the explanatory variables, the standardized values for each explanatory variable were concurrently plotted with the outcome variables. For convenience in creating plots and implementation of analytical technique, the 21 regions were grouped into seven geographic zones8 consistent with studies such as TDHS (2011).
Next, a multilevel modelling strategy (Goldstein, 1991) was used to account for intra-units (zones) correlation. Several studies (e.g. Gibbons & Hedeker, 1997; Goldstein, 1991; Guo & Zhao, 2000; Hedeker, 2003; Hedeker & Gibbons, 1994; Rodriguez & Goldman, 2001; Subramanian, Nandy, Kelly, Gordon & Smith, 2004) have noted that the analysis that assumes independence of observations in clustered structured data is inclined to underestimate the variance of the estimated regression coefficients. The outcome of this inappropriate analysis is overestimation of the significance of the effects of the explanatory variables. In other words, such analyses as ordinary linear regression yield biased parameter estimates. This results into misleading inferences and conclusions concerning overall significance of the factors that influence the response variables of interest in the study.
Four models were fitted through the multilevel modelling technique. Model one was fitted without any exploratory variables or the intercept-only model (Wang, Xie & Fisher, 2012), which acts as a baseline model. Models two and three were fitted with school-level variables (PTR, PLR, PCR, and electricity) only and with student-level contextual proxy (secondary education and above of men and women 15-49 years, respectively). Model four was fitted including all explanatory variables. The glimmix procedure (SAS Institute Inc., 2009) in SAS version 9.2 (SAS Institute Inc., Cary, NC, USA) was used to carry out the analysis. Besides the multilevel models, for comparison purpose, another model (model five) was fitted through ordinary least square (OLS) regression method.
Descriptive statistics
Table 1 provides selected descriptive statistics of variables. The mean (SE) pass rate was 52.9 (2.1) percent with Arusha, Dar es Salaam, Iringa, Tanga, and Kilimanjaro regions, in that order recording the first five highest PSLE pass rates, that is, 70.7, 65.2, 63.0, 62.5, and 62.4, respectively. Kigoma, Singida, Shinyanga, Mara, and Rukwa regions, in that order recoded the five lowest pass rates of 39.0, 39.3, 40.4, 43.3, and 45.0, respectively. Regarding PTR, the mean (SE) value was 50.1 (1.7) and the median value was 51.0. Of the 21 regions, 47.6% (n =10) had PTR values below the mean value and the remaining 52.4% (n =11) were above the mean value. The official standard value for PTR is 1:40 (RAWG, MKUKUTA Monitoring System & Ministry of Finance, 2012). More than 90% (n =19) of the total regions had PTR values above the standard or recommended value of PTR. Only two regions namely Kilimanjaro and Dar es Salaam had PTR values of 34 and 37, respectively. Other regions with PTR values close to the standard value of 40 were Coast and Arusha with PTR values of 41 and 42, respectively. Regions (zone) with the highest PTR values were Tabora and Kigoma (Western), which had 65, 59, respectively; Rukwa (Southern Highlands) which had 58; Mara and Mwanza (Lake), which had 57 each.
With regard to PLR and PCR, approximately 57.0% (n =12) and 48.0% (n =10) of the regions had PLR and PCR values below the mean values of 54.2 and 66.9, respectively. Regions (value) with extreme five highest observations of PLR were Tabora (78), Shinyanga (78), Mwanza (75), Dar es Salaam (74), and Kigoma (74). On the other hand, Iringa, Kilimanjaro, Rukwa, Manyara, and Tanga regions had the five extreme lowest observations: 27, 28, 36, 37, and 45, respectively. Likewise, Mwanza, Tabora, Rukwa, Kigoma, and Shinyanga had the highest values of PCR: 89, 89, 83, 82, and 80, respectively. Mbeya, Kilimanjaro, Pwani, Lindi, and Ruvuma featured in the category of five lowest observations with PCR values of 41, 43, 49, 53, and 54, respectively. In terms of proportion of schools with electricity, only 1.1% of the schools in Kigoma had electricity as opposed to 62.7 and 22.4% of the schools in Dar es Salaam and Arusha regions, respectively.
Women aged between 15 and 49 years in Dar es Salaam (Eastern zone) were more likely to have at least secondary education and above as opposed to their counterparts in Lindi (Southern zone), as shown by the minimum and maximum values in Table 1. Men in Dar es Salaam were more likely to have at least secondary school education than is the case with their counterparts in Arusha (Northern zone). The corresponding percentages in the two regions are 44.9 and 8.9, respectively represented by the minimum and maximum values in Table 1. Men in Lindi (Southern) followed by those in Singida and Dodoma (Central zone) were also less likely to have at least secondary school education and above with corresponding percentage values of 9.2, 10.9, and 11.8, respectively.
Correlation analysis results reveal that PCR, PLR, and PTR were negatively correlated with the outcome measure (performance in the PSLE). However, only the correlation coefficient between PTR and PSLE was significant at the 5% level (Pearson correlation coefficient = 0.74176, p = 0.0001). The correlation coefficient (p) values between PCR and PSLE and between PLR and PSLE are -0.38471 (0.851) and -0.39644 (0.0851), respectively. On the other hand, the correlations between PSLE and each of the variables availability of electricity in schools, and education of women and men were positive. Their corresponding correlation coefficient (p) values are 0.54226 (0.0111), 0.57169 (0.0068), and 0.22053 (0.3367).
Figure 3 plots (i) through (vi) give standardized values of pass rates in the PSLE contrasted with standardized values of each of the variables PTR, PLR, PCR, availability of electricity, and education of men and women. As shown in the plots, there appears to be close linkages between pass rates in the PSLE and most of the variables. For example, in plot number (i), regions with the above normal (higher) PTR values (e.g. Kigoma, Shinyanga, and Tabora in the Western zone (1)) have pass rates, which are generally below the normal rate. Moreover, there are disparities in terms of the two aspects (pass rate and PTR) both within and between zones. For example, in terms of pass rate, all the regions in the Northern zone (2: Arusha, Kilimanjaro, Manyara, and Tanga, respectively) and Eastern zone (6: Dar es Salaam, Morogoro, and Pwani, respectively) have values above the normal rate with Arusha having the highest value followed by Dar es Salaam (plot number (i)). Overall, plot number (i) indicates uniform distribution of deviation in the pass rates in the PSLE and PTR from the mean.
Ten regions have pass rate values below normal while the remaining 11 regions have pass rate values above normal. As for the PTR, 57.1% (n =12) of the regions have positive departure values and the remaining 42.9% (n =9) of the regions have negative departure values. A similar pattern was observed with respect to variables PLR, PCR, electricity, and education as noted previously. Overall, regions in the Western zone (1) have pass rates below average while those in the Eastern zone have pass rates above average and that almost equal numbers of departures from normal are located on both sides of plot numbers (i) to (vi).
Estimation results
Table 2 presents multilevel (models 1-4) and OLS (model 5) estimation results. The model's estimated overall mean (SE) of the outcome measure (PSLE) for the empty model is 52.099 (2.841). From the estimates of model 1, it is revealed that 40.421 (σ2interc) of the total variation in the pass rates is at the students level; while 42.514 () is at the school level, resulting into an intra-unit correlation ( /(σ2nterc)) of about 0.49. That is to say, approximately 49.0% of the variance in the outcome measure is at the school level within regions. In other words, about 49.0% of the variance in the pass rates is due to variations between regions nested within zones. Models two through four examine what school-level variables and whether or not the student-level variable explains the between-zone variation in the pass rate in the PSLE.
With the exception of education level of women, which was found to be significant (p <0.05) in model three, all other variables were not significant (p >0.05). However, the effect of education of women became insignificant (p >0.05) in the full model (model four). Of all school level variables, PTR and PLR were found to be negatively associated with PSLE. In other words, higher values of these variables had negative effects on pass rate in the PSLE. Secondary education and above for men was also negatively associated with regional performance in the PSLE. All other variables were positively associated with pass rate in the PSLE. Generally, parameter estimates and standard errors for OLS were on average relatively larger than those of multilevel regression model four in Table 2, but the signs of the parameter estimates are equal in the two models (four and five).
This study provides a contextual analysis of pass rates in the PSLE in Mainland Tanzania with 21 regions geographically distributed into seven zones. The findings reveal that differences in pass rates in the PSLE exist both within and between geographic zones. Students in the Northern zone, which includes Arusha, Kilimanjaro, Manyara, and Tanga regions, and those in the Eastern zone, which includes Dar es Salaam, Morogoro, and Pwani regions had, on average, higher pass rates than students in the remaining geographic zones. The high-performing zones (Northern and Eastern) were also observed to have on average, low values of PTR, PLR, and PCR than in the other zones. This association suggests potential effects of school-level resources on pupils' performance in the PSLE. For example, the findings reveal that classes in Tabora region, which is in the Western part of the country, had about double the number of pupils as opposed to classes in Kilimanjaro region, which is in the Northern zone. The corresponding pass rates in these regions were 45.8 and 62.4, respectively. Allocation of teachers to regions, districts, and schools has long been a major challenge in the education sector in Tanzania. RAWG et al. (2012) notes that rural areas experience more difficulties in recruitment and retention of teachers especially females; and this may possibly have an impact on girls' attendance hence their performance. Large gender inequalities in teaching staff have an effect on the quality of education and the demand for education especially among the girls. In Tanzania, more than 50% of primary school teachers are women. However, there are large disparities between districts in the number of female teachers in primary schools in Tanzania. The difference is even more striking between rural and urban schools.
The observed large geographic disparities in indicators of quality in primary education, hence, the differences in education outcome, appear to be largely due to inequalities in the allocation of financial resources. For example, during the 2008/09 fiscal year, the 10 Local Government Authorities (LGAs) with the highest budgets for staffing per child aged 7-13 years received on average about eight times higher than the ten LGAs with the lowest budgets. Moreover, in the 20% of the districts with the highest budgets, the average PTR was 44 compared to 70 in the 20% districts with the smallest budgets (RAWG et al., 2009). It is reported that the amount of funding for primary education has increased at a rate of about 17%. Nevertheless, equity in allocations of funds for primary education activities has not been achieved (RAWG et al., 2009). Distribution impact of resources is also reflected in the mean distances to the nearest primary school across geographic regions. According to the 2007 household budget survey (National Bureau of Statistics, 2011), 71.8% of households in Dar es Salaam region were less than one kilometer away from a primary school as opposed to 60.5 or 33.3% in other urban or rural areas.
The parameter estimates for PTR and PLR had the expected negative signs, suggesting that regions with high values of these variables were more likely to have fewer students passing the PSLE. This finding holds for both models two and four in which the variables under reference were included. This is not surprising since in situations where there is less authoritarian monitoring of pupils' progress and/or where teachers are not well remunerated, high classes may dissuade the teacher from providing them (students) with as many exercises as possible; which might improve understanding among students of various aspects of the subject matter. On the other hand, schools with many latrines in relation to pupils may have a positive effect on school attendance rates.
The study revealed a positive coefficient for the input variable PCR. The positive coefficient for this variable reflects (other things remaining the same) greater school performance in the PSLE. This finding is counterintuitive in the right of the wealth of studies, which have revealed positive impacts of smaller class sizes in terms of academic achievement. Bourke (1986) makes similar observations, regarding positive effects of class size on academic achievement. While focusing on the effect of class size on mathematics achievement, the author (Bourke, 1986:558) reports that: smaller classes promote higher achievement, better attitudes, different instructional practices, higher teacher satisfaction and morale than is the case with large classes. The positive sign for the coefficient of PCR in the current study appears to be due to the inclusion of variable PTR in the same model as the two variables were highly significantly correlated (Pearson correlation coefficient = 0.664, p = 0.001). When only the variable PCR was considered, the coefficient for PCR had the desired negative sign, suggesting that schools with smaller class sizes have higher academic achievement. The variable availability of electricity in schools had also the desired positive sign, implying that regions with high availability of electricity had greater performance in the PSLE.
The results of the student-level variable reveal that education of women has a positive effect whereas that of men has a negative effect on the performance of pupils in the PSLE. The former has the expected sign while the latter does not have the expected sign. The finding that education of men was negatively associated with pass rate in the PSLE is not consistent with the findings from studies such as Malmberg and Sumra (1998-2001), which reported a positive impact of parents' education on students' achievements in primary school in Tanzania. We noted earlier that in a study on the relationship between socio-cultural factors and students' achievement in primary school, parents' education level was an important determining factor. One of the reasons for a negative sign of the coefficient for men's education could be due to the fact that both women's as well as men's education were used as proxies of socio-economic background of the environment in which the students found themselves. If we had used the actual education of women from which the students come, the sign would most likely have been different. This is especially true because of the enormous evidence linking the out-of-school socio-economic context and academic development, with children from lower SES lagging behind in achievement levels as opposed to those from higher SES (Alexander, Entwisle & Olson, 2001; Becker, 2003).
The results of the p values for the effects of both school-level variables and student-level variable show that only education of women in model three had a statistical significant effect. All the other variables did not show any significant effects (in statistical terms) on the between-zone (hence regions) variation in pupils' performance in the PSLE. This result could be due to unobserved school-level factors. This is evidenced by a large between-zone variance in models two through four. That is, much of the between-zone variability is not explained by the observable school-level and the student-level variables used in the study. Because of unavailability of any other relevant information, the analysis in this paper considered only the amount not the quality or type of these and other key school-level variables. Information such as teachers' experience and abilities would have shed more light on the true impact of the resource inputs, which were considered in this study. Heyneman and Loxley (1983) analyzed the effect of primary school quality on academic achievement across 29 high-income and low-income countries, and concluded that the quality of schools and teachers is an important predictor of students' achievement.
It is argued (Hall, 1984) that regional disparities in resources is a development process in most third world countries since in these countries capital for investment is meagre; thus there is a tendency for key infrastructures, economic activities and services to be concentrated in a few core regions, which are endowed with resources. As development steadily increases, the benefits gained are diffused to regions initially disadvantaged, leading to a balanced development structure across regions. However, as Roden (1974) notes, continued and unregulated expansion in one region will adversely affect development in other regions. The author observes specifically that once a particular region manages to advance in terms of development because of some initial benefits, the "backwash effect" (Roden, 1974:498) or "polarization effect" (Roden, 1974:498) that arises as productive resources such as labour, capital, and commodities, which are drawn into the developed area, will significantly limit the chances for development in the remaining parts of the country. This is particularly the case since in poor countries the "spread" (Roden, 1974:498) effects or "trickling down" (Roden, 1974:498) effects from the privileged regions are usually too weak to correct the imbalance, a consequence that leads to an increase in regional inequalities. In the context of Tanzania, after five decades since independence, there are glaring regional inequalities in education resources such as PTR, which is probably a direct effect of the differences in socio-economic development across regions. In some regions, especially in rural areas, the working environment is still not conducive. Thus, retention of qualified staff including teachers in the public schools is one of the challenges that face the education sector (MoEVT, 2011). We observed for example, that while PTR in Kilimanjaro and Dar es Salaam regions were 34 and 37 respectively, the corresponding value in Tabora region was 65. This is consistent with the observation from a recent comprehensive analysis (URT, 2012) of the education sector in Tanzania, which reveals the provenance of regional disparities in education resources.
Resource allocation to regions and local governments (the implementers of sectoral plans at the regional and local government levels) in Tanzania is through strategic budget allocation system and formula-based allocation (FBA), respectively (URT, 2011). However, the former system has not been guaranteed. Thus, measures are necessary in order to enhance efficacy in resource allocation (Mashindano & Maro, 2011). Equally, FBA endures several challenges that need to be addressed in order to ensure equitable distributions of funds as noted in URT (2010).
Retrospectively, Tanzania's focus of attention on rural development began as early as the second half of the first decade after independence with much emphasis during the second (1969-74) development plan (Collins, 1974). Nevertheless, rural-urban migration especially to regions like Dar es Salaam is still a challenge. In 2004, the annual influx rate for people seeking permanent residence in Dar es Salaam was estimated to be about 10 percent, majority of whom were from the rural areas, according to Dar es Salaam City Council (DCC, 2004).
Inequitable distribution of resources is a major challenge in both emerging economies and resource constrained countries. In Brazil, for example, while access to basic education is universal, unequal distribution of key educational resources, including computers, is a significant policy challenge (Fidalgo-Neto, Tornaghi, Meirelles, Berçot, Xavier, Castro & Alves, 2009). In Uganda, the northern region features poorly in education quality and performance in primary schools mainly because of being resource depleted area relative to other regions in the country (Higgins, 2009).
Regional pass rates in PSLE are found to be negatively associated with regional PTR and PLR. Additionally, large disparities in education resources exist across geographic zones. The study revealed the existence of discernible patterns of performance between geographic zones that appear to be advantaged and others that seem to be disadvantaged. Regions with high performance in the PSLE also appear to be better off in terms of school-level educational resource inputs and social-economic background in which the pupils reside compared to those with low performance. Specifically, regions in the Northern and in the Eastern zones generally seem to have on average, better school-level resource inputs, hence, better pupils' performance in the PSLE compared to the remaining geographic zones. With regard to women, secondary education and above shows a significant effect on between-zone, hence, region variation in the performance in the PSLE in Tanzania. Thus, there is need to formulate policies geared towards promoting enrolment of women in higher education in Tanzania to ensure that children realise their potential in education, hence, in their socio-economic achievement later in life. This is particularly true because of a strong linkage that exists between education and women's autonomy as revealed in Sujatha and Reddy (2009) and Moursund and Kravdal (2003). Investment in higher education of women, especially in rural areas, would increase their decision-making power and control over resources. Hence, as previously noted, become much better in decision making regarding resources allocation and which are useful to their children. This observation is consistent with that noted earlier from Khandker (1987) and Meeker and Meekers (1997), in the section on data, that women are often directly involved in the production of non-market goods including education. In this connection, measures that will ensure efficient allocation of resources across regions are needed in order to address large regional differentials in key educational and socio-economic resources. In particular, as also recommended in RAWG et al. (2012), policies and motivation schemes that will attract teachers to work in rural areas need to be set up.
The author acknowledges the valuable comments and suggestions provided by two anonymous reviewers on the previous versions of the paper.
1 According to UNDP (2011), bottom five countries based on HDI score were DRC, Niger (N), Burundi (BRD), Mozambique (MZQ), and Chadi (CHD). Tanzania (TZ) was not ranked among the bottom countries in terms of HDI score, however was included in Figure 1 for reference purpose.
2 UNDP (2011:161) defines adult literacy rate, GER and PTR as "percentage of the population ages 15 and older who can, with understanding, both read and write a short simple statement on their everyday life, total enrolment in a given level of education (primary, secondary or tertiary), regardless of age, expressed as a percentage of the official school-age population for the same level of education, and average number of pupils (students) per teacher in primary education in a given school year".
3 Regions are: 1=Arusha; 2=Dar es Salaam; 3=Dodoma; 4=Iringa; 5=Kagera; 6=Kigoma; 7=Kilimanjaro; 8=Lindi; 9=Manyara; 10=Mara; 11=Mbeya; 12=Morogoro; 13=Mtwara; 14=Mwanza; 15=Pwani; 16=Rukwa; 17=Ruvuma; 18=Shinyanga; 19=Singida; 20=Tabora; and 21=Tanga.
4 National average estimate on members of households with office work employment was not available, thus regional percentages were compared with average (computed as the total percentage divided by 21).
5 At the time of preparation of the manuscript of this paper, Mainland Tanzania had 21 administrative regions.
6 In this paper, the abbreviation PTR was used for consistency purposes, values used in the analysis on this aspect were those of Pupil per Qualified Teacher Ratio in MoEVT (2011). According to the 1995 ETP (MoEC, 1995), the minimum qualification for a primary school teacher is a Grade A (Form 4 education plus two years teacher education) certificate.
7 In the context of health, for example, it has been noted (for example e.g., Allendorf, 2007) that women with greater decision-making power and control over resources are better positioned to make resources allocation decisions that are beneficial to their children.
8 Zones (regions) are: 1: Western (Tabora, Shinyanga, Kigoma); 2: Northern (Kilimanjaro, Tanga, Arusha, and Manyara); 3: Central (Dodoma, Singida); 4: Southern Highlands (Mbeya, Iringa, and Rukwa); 5: Lake (Kagera, Mwanza, and Mara); 6: Eastern (Dar es Salaam, Pwani, and Morogoro); and 7: Southern (Lindi, Mtwara, Ruvuma).
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text:
Good news for the investors of Reliance Mutual Fund, the ADAG or Anil Dhirubhai Ambani led Reliance Mutual Fund Company.
The mutual fund house has come out with a bonanza offering of dividends for 3 of its funds and the amount of dividend being paid is also big. Here are the details of the dividend declared by the Reliance Mutual Funds:
Reliance Banking Fund: Dividend Amount 20 percent
Reliance Pharma Fund: Dividend Amount 15 percent
Reliance Tax Saver ELSS Fund: Dividend Amount 15 percent
Though in real terms, the value of NAV or Net asset value for each of these funds will drop down by the amount of money paid out in dividends. However, investors will benefit because without paying any exit load charges for these mutual funds, they can get a portion of their invested money back. The best is for the investors of the Reliance Tax Saver ELSS Fund, because the ELSS schemes actually lock in the money of the investors for a period of atleast 3 years. Hence, getting back 15% of this money will be additional benefit, in terms of liquiity
Reliance Mutual Fund declares dividend for Banking, Pharma & ELSS Funds
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Monday, 24 August 2009
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subset: commoncrawl


text:
A beaming Prince William and his wife, Kate presented the world with a first glimpse of the prince (with video).
Royal officials say Britain's new prince has been named George Alexander Louis.
Palace officials said Wednesday that the 2-day-old baby and third-in-line to the throne will be known as His Royal Highness Prince George of Cambridge.
Earlier in the day, the baby met his great-grandmother Queen Elizabeth II.
His parents — Prince William and Kate — then brought him to Kate's parents in their village near London — pretty much like any regular family.
After the frenzy and the flashguns, Britain's new royal baby and his parents spent Wednesday out of the media spotlight. But for how long?
The 2-day-old prince doesn't have a name yet, but he's the most famous infant on Earth, and as a future British king he faces a lifetime of celebrity.
Palace officials say Prince William and his wife Kate are spending "private and quiet time for them to get to know their son" — and, perhaps, to figure out ways to shield him from intense public and media interest.
At least the relationship got off to a good start. The baby slept through his first photo op outside London's St. Mary's Hospital, while his parents beamed as they chatted easily with reporters. For a royal family that has had a fraught relationship with the media, it was a positive sign.
"I thought, is this an Oscar-winning performance?" said Ingrid Seward, editor-in-chief of Majesty magazine. "But I think they were so genuinely overjoyed that they wanted to show off the baby."
After leaving the hospital, the couple introduced their son to his uncle, Prince Harry, and to great-grandmother Queen Elizabeth II, keen to see the baby before she starts her annual summer vacation in Scotland later this week.
Then they headed to see Kate's parents in their village near London — pretty much like any regular family.
There has been so much royal drama in the last few decades that it's easy to forget that William had, by royal standards, a relatively normal childhood.
His parents' troubled marriage may have ended in divorce, but Prince Charles and Princess Diana were devoted parents who tried to spend as much time as possible with their children — albeit with an assist from nannies. The queen was sometimes away on official tours for months at a time when her children were young, but Charles and Diana took William along on a tour to Australia when he was just 9 months old.
The queen was educated at home, in keeping with royal tradition. But she sent her own children to boarding schools, and Charles and Diana did the same with William and his younger brother Harry — choosing Eton, one of the biggest and most prestigious boys' schools in the country.
"William's childhood was normal by upper-middle-class standards— private schools, expensive holidays, McDonald's in a smart part of town as opposed to a grotty part of town," said royal historian Robert Lacey. "I think really one is going to see more of the same."
Lacey thinks Kate's middle-class background will also help ensure her son gets a broader world view than some of his royal predecessors.
The baby's maternal grandparents, Carole and Michael Middleton, are self-made millionaires who run a party-planning business from the village of Bucklebury, west of London.
"From Buckingham Palace to Bucklebury — these are the two elements that will be in this child's upbringing," Lacey said.
Lacey noted that on Kate's side the baby prince had "a grandfather who started off dispatching aircraft from Heathrow Airport and a grandmother who started out as a flight attendant and grew up on a council estate, who came from coal-mining stock in Durham (in northern England). That is all funneling through."
Historian Antonia Fraser noted on BBC radio that the Middletons also provide an example of marital stability —"unlike so many royal marriages recently."
William's childhood normality was possible because the palace struck a deal with the media — privacy in exchange for a number of agreed photo opportunities at birthdays and during school holidays.
Seward said Kate and William would try to arrange a similar deal for their son.
"When they have got time to think, they will have to do some kind of deal with the press," she said. "In return for some really beautiful photographs, they will be left alone."
The British press adhered to the agreement while William and Harry were children. But once they reached adulthood, all bets were off. Photos soon appeared of Prince Harry on drunken nights out, or wearing a Nazi outfit to a costume party. Tabloid reporters were also secretly hacking the mobile phone voicemails of royal aides in quest of scoops.
The revelation of the scale of that illegal eavesdropping — on celebrities, politicians and crime victims as well as the royals — horrified the British public and chastened the rambunctious press, although that may be a temporary state of affairs.
Palace officials still have some sway over newspaper editors. When they complained about photos of William and Kate walking on a beach near their home in Wales, British newspapers did not run them.
But the foreign press is impossible to control, as the palace learned when an Italian magazine ran topless pictures of Kate taken during a holiday in France.
But, Lacey points out, the media can cut both ways. This baby will be the first future monarch to grow up in the era of Twitter, Facebook and other social media.
"That will give him an incredible insight into how the country and population he is supposed to represent live and breathe and enjoy themselves and corrupt each other," he said.
"In the Middle Ages we have legends of idealistic princes who would dress in ordinary clothes and go out into the streets of town after dark to see how their subjects lived. The electronic media, for all their hazards, do offer this new dimension to an heir."
Jill Lawless can be reached at http://Twitter.com/JillLawless
EARLIER: A beaming Prince William and his wife, Kate, emerged from a London hospital on Tuesday with their newborn baby boy, presenting the world with a first glimpse of the prince who is third in line to the British throne.
A smiling Kate, wearing a baby blue polka dot dress, carried the future monarch outside St. Mary's Hospital in central London so that he could be photographed by the dozens of international press members waiting outside.
The photos are likely to be reprinted for decades as the baby grows into adulthood and his role as a future king. His name has not yet been announced; that's expected in the next few days.
Kate, who said she felt "very emotional," passed the baby to her husband, who appeared relaxed and joked with reporters.
"He's got her looks, thankfully," William said. "He's got a good pair of lungs on him, that's for sure."
William added: "He's a big boy, he's quite heavy," and laughed when a reporter asked him about the baby's hair.
"He's got way more than me, thank God," he said.
The couple re-entered the hospital to place the child in a car seat before re-emerging to get into an SUV. William drove the couple away — palace officials said they will head to an apartment in Kensington Palace from the hospital.
The young family's first public appearance together has been the moment that the world's media and crowds of onlookers camped outside the hospital had long been waiting for. It recalls a similar appearance three decades ago, when Princess Diana and Prince Charles carried the newborn William out to pose for photographs on the same steps in 1982.
Earlier, grandparents Prince Charles, his wife, Camilla, and Michael and Carole Middleton — Kate's parents — were the first relatives to visit the young family at the hospital.
Charles called the baby "marvelous," while a beaming Carole Middleton described the infant as "absolutely beautiful."
The couple's Kensington Palace office said Kate, the Duchess of Cambridge, gave birth to the 8 pound, 6 ounce (3.8 kilogram) baby boy at 4:24 p.m. Monday.
The news was greeted with shrieks of joy and excited applause by hundreds of Britons and tourists gathered outside the hospital and Buckingham Palace.
Revelers staged impromptu parties at both locations, and large crowds crushed against the palace gates to try to catch a glimpse — and a photograph — of the golden easel placed there to formally announce the birth. Hundreds were still lining up outside the palace gates Tuesday to get near the ornate easel.
In London, gun salutes were fired, celebratory lights came on, and bells chimed at Westminster Abbey, where William and Kate wed in a lavish ceremony that drew millions of television viewers worldwide.
EARLIER: A beaming Prince William and his wife, Kate, have shown their newborn baby boy to the world.
Kate carried the future monarch outside St. Mary's Hospital in central London Tuesday so he could be photographed by the waiting press.
The photos are likely to be reprinted for decades as the baby grows into adulthood and his role as a future king.
The young family is expected to head to an apartment at Kensington Palace.


text:
Teacher Union Poverty Claims Fail Fact Test
In late March, Mackinac Center for Public Policy Director of Education Policy Michael Van Beek thought the Michigan Education Association had new "talking points."
At the time, MEA Spokesman Doug Pratt and President Steve Cook took to newspapers to talk about a teacher in his second year with a master's degree making $31,000 per year.
Since then, the MEA, some teachers and some in the media have joined forces to promote a message of the plight of the financially-strapped teacher.
A teacher's salary depends on experience and the location of the school district. Compensation can vary at the high end, but the state average for a teacher was $61,560 in 2010-11, according to the state of Michigan.
Teachers in the bigger school districts can make six figures. In 2010-11, 58 teachers in the Troy Public School district made $100,000 or more. A teacher in the Ann Arbor School District made $117,021 in 2010-11.
Starting salaries begin in the mid-$30,000 range, but don't stay there long.
Yet, some teachers and union officials have made repeated references in the media to teacher's inability to make a living or to live on food stamps.
In May, Adrian Public Schools' teacher Sally Oliver was quoted as saying, "Why would a person choose to become a teacher and then remain a teacher when doing so means giving up any chance of making a decent living and supporting a family?"
The average salary of a teacher in the Adrian Public School was $62,838 in 2010-11, according to the state of Michigan. A starting salary for a teacher with a bachelor's degree is $35,055, according to the union contract.
In late May, Gary Scott, president of Student MEA, a pre-professional organization for people preparing for the teaching profession, was quoted on the MEA's website as saying, "Who would want to join the teaching profession when their future security has been stolen and robbed? We're not entering the profession to be rich, but we don't expect to survive on food stamps either."
The lowest paid teacher in the state appeared to be a first-year teacher in the Tecumseh School District, according to Mackinac Center research. The district made an agreement with the union to hire first-year teachers at a 10 percent reduction. The starting salary was $33,665 for a starting teacher. That first-year teacher would have made $30,299 for two years after the 10 percent reduction, according to information provided by the district. Those teachers have since had their salaries reinstated to the proper step. But a Tecumseh teacher with a master's degree would double their starting salary within 11 years by making $60,462.
But even $30,000 a year would be a stretch to live in poverty for someone just starting out in teaching.
That first-year Tecumseh teacher making $30,299 would be at poverty level only in a six-person household, according to the U.S. Department of Health and Human Services' poverty guidelines.
Craig Beach, a Rockford Public School teacher, wrote a column for MLive in which he talked about a colleague's young daughter's distain for the teaching profession. A teacher with Beach's 23-years of experience and a master's degree would make $70,189, according to the union contract.
Beach quoted that young woman as complaining about the teacher's "extremely low pay" in which she said, "I want to eat and have a life."
Yet Van Beek said he wonders why some teachers think there will be a shortage of teachers due to compensation.
"There are plenty of reasons that contribute to people choosing to be teachers that are unrelated to their level of compensation: desire to make a difference, enjoyment of working with kids, summer vacations, long holiday breaks, etc.," Van Beek said. "Why is it that suddenly all these teachers who 'didn't go into the profession to get rich' worry that no one will go into the profession any longer?"
The MEA's Pratt didn't respond to a requeat a seeking comment.
See also:
Teacher and Spouse Make $140K Per Year, 'Adamant' That Their Children Will 'Never' Be Educators
Reality Check: Is Teacher Pay So Low They Cannot 'Eat and Have a Life'?
Teacher Made Over $80K Per Year, Retires With a Pension of Over $40K — Claims 'Violation of Trust'
MEA President Repeats 'Disingenuous' Claim About Teacher Pay
MEA's Underpaid Teacher Claims Don't Fit With The Facts
Are Teachers With Master's Degrees Forced To Take Food Stamps?
Retired Educator Says He 'Would Not Have Gone Into Teaching' With Proposed Pension Reform
Teacher Upset She Can't Retire at 47


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Gem Drop
The Gem Drop collection exemplifies our passion for understated coloured gemstones, designed here to be worn everyday. Working with Dinny's seasonal favourites Blue Topaz, Rose De France and Sapphire, mix and match simple studs and whimsical pendants with our signature metal collections.
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Kate Stewart has announced the availability of the second alpha release of Ubuntu 12.10, code name "Quantal Quetzal": "Welcome to the Quantal Quetzal Alpha 2 image set, which will in time become the 12.10 release. Quantal alpha 2 includes the 3.5.0-2.2 Ubuntu kernel which was based on the 3.5-rc4 upstream Linux kernel. Other notable changes with the Quantal alpha 2 kernel include a rework of the brcmsmac regulatory support, an extensive config review for the highbank kernel flavor, and misc bug fixes. The Quantal alpha 2 kernel continues to include the transitioning of the i386 generic PAE flavor to become the generic flavor offering, collapsing of the virtual flavor back into the generic flavor."
Ubuntu is a complete desktop Linux operating system, freely available with both community and professional support. The Ubuntu community is built on the ideas enshrined in the Ubuntu Manifesto: that software should be available free of charge, that software tools should be usable by people in their local language and despite any disabilities, and that people should have the freedom to customise and alter their software in whatever way they see fit. "Ubuntu" is an ancient African word, meaning "humanity to others". The Ubuntu distribution brings the spirit of Ubuntu to the software world.


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Noticed that Sex and the City 2 which opened the day before Prince Of Persia on the 27th also had the Sand/Dune theme. Above is Gemma Arterton's character poster as compared to Sarah Jessica Parker's both with Sand/Dune.
Gemma Arterton is Strawberry Fields in James Bond Flick Quantum of Solace; fascinating as SJP has a new line of Strawberry scented perfume...
The number 27 (veiled by a simple 2) has come up via sync as associated to the Moon. The same day SatC 2 was released just happened to be a Full Moon.
Both Silver (a color traditionally associated to Luna) and 27 can be associated to the Moon. The Moon can be thought of as the cup that receives the light of the sun, thus a Star Cup. The Cup as associated to the Moon is highly appropriate as it is a female sphere of the White Goddess just like Carrie above.
Have noticed these Vesica double O's as strange attracting to the Moon in movies for a while. This happens again when we look closely at SatC 2.
Carrie carries a purse by Coco Chanel who's Logo is the Twin C Vesica's.
So, a Movie that resonates the moon with 2/27, Silver, The White Goddess and Vesica opens on the Full Moon of 27th May. Pretty Powerful stuff.
That same day I had been invited over to friends to watch Dune who's poster has the Sand and Moon/Cup theme.
Realized while watching it that Kyle MacLachlan was also in the TV series Sex and the City.
Sand is also Pans meaning "Prince of Persia: The Sands of Time" resonates "Time of Pans" aka the current period of becoming Pan/Whole/Totality. I love that the Prince Of Persia poster with KINGsley has Fog/Vapor just like House of Sand and Fog with JC (thus resonating Jesus Christ) Jennifer Connelly.
Kingsley is famed as the Oscar/Golden Boy winner of Ghandi. He then resonates the Mahatma/Great Soul or one who is aligned with the Heart Whole.
The same day as Prince of Persia (also POP) was released 28 May lightning struck the Knox United Church in Winnipeg.
"I saw a blue flash"
May 29th Dennis Hopper reverse birthed. We see below that he is in Elegy with Ben Kingsley and Penelope Cruz.
In literature, an elegy is a mournful, melancholic or plaintive poem, especially a funeral song or a lament for the dead.
Fascinating as Penelope made a cameo appearance in Sex and The City 2.
So three of the Stars above in Elegy were highlighted this weekend by the films that opened and by dying.
Last week Jim posted this image as associated to our video for C Thoma Howell called Star Cup.
Kevin noticed this Crowley Thoth deck Tarot card entrains with the Champagne pyramid a short while later as we went into the Bp Oil Spill. This depicts how the Joy flows from the top of the MounTIN into all our hearts.
A pyramid of hearts that is being poured into the now and will build the new world.
Because of sync me and Jim decided to watch A Sound Of Thunder last night starring Ben Kingsley from Prince of Persia and Elegy..
KaBoom! as the first scene with the Mahatma in time traveling themed A Sound of Thunder, just like Prince of Persia (where Kingsley is the BAD/214 guy..) has the Star Cup Pyramid of Happiness.
Now we are off to go watch Mr Kingsley in Prince of Persia to drink more from the Star Cup!
Love from my P!nk heart.
Last night after reading about everyones Pink tweets I happened to be looking into the film "Contact" which prominently features many Sattelite Dishes, or literal - Star Cups on the Cover. Also Note the C- in Contact which is emphasized, Cs ca turn over and be U a Cup to contain Love, Flow, Spirits, and the Cosmic Intelligence of PoP-the Stars!
Contact features Jodie Foster as "Eleanor Arroway" Arrow-Way, the Way of the Arrow, like the Sagitarian Bowman, like David Bowman who acheives Contact via the Jupiter Monoith in 2001 A Space Odyssey.
I was Joyd up to see the PINK sands when Jodie Foster enters the Stargate and goes to the "Other Side" in Contact. She meets an Alien Intelligence which takes the form of her father, and tells her that humanity is about to take the first step.
As it turns out, PINK Floyds Echoes album is one of the more popular Album and Movie " Syncs' that people enjoy listening to while watching "Contact". One of the most popular is PINK Floyd and the Wizard of Oz, also known as Dark Side of the Rainbow.
Nuit our Lady of the Stars can be seen on "The STAR" Tarot card, being the Aquarius Tarot card we can see she bears the Star Cups of flow, shes pouring the contents of the NOW over the Solar System as it Crystalizes into the Flow.
I was also overJoyed to see that the week of Cosmic Ti69er this June 18th-24th will be blessed by the "Contact" Alignment of Uranus(the Fool-Baby) and Jupiter(Fortune). I made a little collage of info that inspires me about this Summer.
Much Love all u Shining Stars :) <3>


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- Safety Gates & Play Pens
- Home Safety
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- Bathroom
Dreambaby® 2-Up Step Stool with sure-grip top helps toddlers take those first steps towards independence. A great help with toilet training, brushing teeth or helping parents.
Watch the video below for more information.


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Sold For $619,000 on Oct 7, 2019
Described by Lily Dudoit, Director of Culture at The Sheraton Kona Resort & Spa at Keauhou Bay, as "a place where time and space meet, generating a new current, and a new beginning," Keauhou was once a thriving fishing village and home to Hawaii's royalty.
Located just a few miles south of Kailua Village, the Keauhou resort community is unique among the Kona-Kohala resort areas in that it seamlessly blends with surrounding neighborhoods and commercial areas rather than being separated by expanses of lava fields or undeveloped land. Proximity to shopping, entertainment venues and widely varied dining options infuses Keauhou with an energetic, urban feel, while the raw beauty of the Kona coastline, mana of protected archaeological sites and accessibility to the agricultural abundance of Holualoa and South Kona allows modern day development to exist in balance with the rugged natural character of the area.
For water enthusiasts, nearby Kahalu'u Bay, Keauhou Bay, White Sands Beach and other surf and bodyboarding spots along Ali'i Drive offer a myriad of options for swimming, snorkeling or paddling out for a session at your favorite break. Keauhou is also one of the world's top destinations for big game sportfishing.
Golfers can schedule a tee time at nearby Makalei Golf Course, Big Island Country Club, or venture further up the Kohala Coast to courses at Waikoloa, Mauna Lani or Mauna Kea. Cyclists, hikers, runners or those looking for a short stroll through a coffee farm will also find many options for a day on a trail or on the road.
Today in Keauhou and Kahalu'u, even as residential development continues, many cultural sites, including heiau (temples) and fishponds, are also being restored to preserve the area's rich heritage. "As the times change, so do the people. As the land changes, so do the people. As people change, so do the stories. This reminds us of the importance of passing down the history to our families so the stories can live on for generations," says Dudoit.
If you are considering a move to the west side of the Big Island or investment in a vacation home in Hawaii, this is a place where you and your family can create your own stories, interwoven with the story of Keauhou, to share for generations to come.
For more information about on-going restoration work at Kaukulaelae Point at Keauhou Bay, please read Kaukulaelae, We Honor You, from the January-February 2015 edition of Ke Ola Magazine.
Please Note: This calculator is designed for research and comparison purposes only. For pre-qualification and a rate quote from a qualified local lender, please contact us and we will connect you with a lender.
Interest rate, taxes, insurance, PMI payments, etc., displayed above are estimates only and are subject to change based on market conditions and individual financial circumstances. Clark Realty is not a lender and does not guarantee that the rate and terms displayed above can be obtained.
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An article about scary fundamentalists.
So what has the republican presidential candidate got to say?
Stupid beliefs exposed in a new section.
An article about the Tory leader.
Just have a look at some of the "words of wisdom" he has bestowed upon us.
The greatest stand-up comedian of all time.


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Monta Ellis played 32 minutes. The rest was spent nursing his broke-ass face that became broke after Anderson Varejao elbowed it into a million pieces. It was heinous. I puked a little. Babies were crying in the distance. Grandma said a prayer. Still, the cartilage didn't snap or break (or whatever nose-cartilage does when it does something it's not supposed to do) and it's unlikely Ellis will miss any time. Still, it's worth noting that Sugar Nate Robinson is killing Charles Jenkins stat-wise. Robinson double-doubled (17/2/10, with a smattering of steals and threes) in 35 minutes last night and has played decently in his last couple. Robinson's averaged 14/3/5 as a member of the Warriors and now with both Curry and possibly Ellis (but probably not Ellis) out and Jenkins playing poorly, any minutes bump would be good for Robinson. He's made a career of going bonkers for 10-game increments and then falling off the face of the pebble. So grab Robinson and keep your finger hovering over the drop button. Here's what else went down on Tuesday in fantasy basketball.
Klay Thompson – Four 3ptm. It's the second time in four games he's hit a quartet of threes. Normally it's taken him 22+minutes to put together these numbers, but it took him fewer than 17 this time around. I'd let him do it one more time before picking him up.
Jonas Jerebko – Fell out of the starting lineup in favor of Ben Wallace, which is like losing a slam dance contest to your own mom.
Kemba Walker – Starting. Playing well. If I need to go into much more detail, you're being too damn picky.
Bismack Biyombo – Speaking of Charlotte rookies. Eeny-meany-miny-mo, catch a Bismack Biyombo. Diaw fell out of favor. Thomas is falling out of favor. Mullens has struggled a bit. Them footsteps you hear are the next Bobcat big stepping in the limelight.
Daniel Gibson – 6/4/3, with 3 stl and 2 3ptm in the starting lineup for Anthony Parker. Deep leaguers should take note. The rest of y'all can put your earbuds back in your ear holes.
C.J. Watson – In place of Rose, the understudy went 23/4/5, with a trio of treys, two steals and zero (count 'em: zero) turnovers. Fooled you! You can't count zeroes. Watson is like the Wolfmother of the NBA. They just don't have the stuff to be the center of anyone's attention. But when looking at the big picture, they're a solid backup to a better band that plays similarly.
Carlos Boozer – He and Watson outscored the entire Phoenix starting five in the first half, making him the 1,855,990 player to do that against the Suns. I've been to two Bulls games so far this season, and they're both Boozer's two statistical best games of the season (the other being his 23/8/2 night against Detroit on January 9). I'm not sayin', I'm just sayin'.
Richard Jefferson – He's gone 0-for-3 from the arc in each of his last two games and has severely cooled down in his last six. And you were this close to calling him San Antonio's current best player. Admit it. Two weeks ago, it crossed your mind.
Danny Green – Sank 20 points in 23 mostly garbage-time minutes. BTW, you aren't still rostering Green on your fantasy team, are you? Really? Weird.
Mike Miller – 8/4/1, went 6-for-6 from the arc in his first game back after I said he'd be rusty. So, okay. Best two-out-of-three.
Tobias Harris – Averaging a quiet 13/6 in his last two and might see a bump in minutes depending on how much hate Skiles has buried in his belly for Stephen Jackson.
Stephen Jackson – 0-for-6, with just 2 points. That's what Stack Jack shot from the floor last night. That's not quite Rick Derringer ugly. But it's close. He was benched in favor of Harris. Maybe you should bench him, too.
Samuel Dalembert – 14/12, as he totally showed Udonis Haslem what's what.
C.J. Miles – 19/5/1, with 4 stl, a three and not a single tov. He was playing the Clippers' eighth-worst defense? The hell you say.


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|Southeast Spotlight
Gastineau Humane Society finds new homes for a lot of dogs
Published: 01/12/2012 13:35:00
The Gastineau Humane Society recently had a large influx of dogs needing new homes, and while that places quite a burden on the shelter, it ended up being a success story for them.
VIDEO: The Gastineau Humane Society recently had a large influx of dogs needing new homes, and while that places quite a burden on the shelter, it ended up being a success story for them. (Image: Rik Pruett)
Samantha Blankenship, the Office Manager at the Shelter, explains: "Usually we only have maybe a handful of dogs, dogs specifically that come into the shelter at one time or another and we had upwards of I think when we began the highest rate we had was 27 dogs come into the shelter that needed new homes. We had a giant litter of 11 puppies, with the 11 puppies from that litter and then we had another mother with another smaller litter we had a lot of puppies so whenever we have puppies, whether it's one or fifteen we always have lots of people come into the shelter that are always interested. We're down now to about 16; we have applications on all but about 3 or 4 of those which means that most of them have found homes. We always have animals that are looking for good permanent homes so that's what we try and do and it's been great that we've been able to have such an outpouring from this community of people who wanted to adopt animals, we think it's great to give an animal a second chance at a good home so it's been a great success , the community has been great, we've been receiving lots of donations of food and we thank the community for that. They've been wonderful with their outpouring of support."
While all of the food donations are wonderful, there are lots of other things besides just food that are needed to keep the shelter going, if you'd like to lend a hand, you can find a list of needed supplies on their website at ghspets.org
By: Rik Pruett - firstname.lastname@example.com


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Early this morning, the Nevada finally finished counting the results of their caucuses.
Why did it take nearly two days? The ballots were handwritten.
We all knew Romney would be the clear winner and Santorum would come in dead last. It wasn't clear where Paul and Gingrich would land.
The results.
Mitt Romney 50 percent.
Newt Gingrich 21 percent
Ron Paul 19 percent
It was a very depressed turnout compared to four years ago. Only 32,963 people participated this year, down from the nearly 44,000 last time.


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Ray J Talks About His So Called "Half Brother" Releasing A Diss Track! "I Left It Alone. I Don't Even Have His Number"
Ray-J on RockMe TV.
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Big Ten M5: 03.20.14 March Madness EditionPosted by Jonathan Batuello on March 20th, 2014
- It is finally here. Not counting the play-in games (sorry Iowa), the NCAA Tournament is here and the Big Ten sees plenty of action. Four Big Ten teams are in action in the NCAA Tournament today. With this in mind the predictions are final and play begins, and Michigan State got a huge supporter on its already overflowing bandwagon. President Barack Obama made his picks and had the Spartans as the last team standing. With how the Spartans have played lately they have become a hot team to pick as the favorite to make it to the Final Four from its regional. The big question is if this team has finally gelled with everyone healthy. If it has, Obama and plenty of others will have made the correct pick on national champs.
- The Selection Committee had plenty of juicy second round (seriously, can we drop this first/second round game stuff already?) games and one certainly is Ohio State against Dayton. The instate match-up of little brother versus big brother with more than a few compelling storylines. There is the obvious state match-up implications of the major conference foe against the mid-major as Ohio State rarely schedules fellow Ohio schools (its last game against Dayton came in 2008 in the NIT). Then there is Thad Matta going against a former assistant coach in Archie Miller. Let's also add in Dayton's Jordan Sibert, who transferred from Ohio State. Not to mention this could be Aaron Craft's last collegiate basketball game. With all of this surrounding the opening game of the second round, it is plenty enough of a reason to take an extended lunch break.
- Bo Ryan is used to the NCAA Tournament. He's been there plenty of times, but that doesn't mean he doesn't understand its significance for Wisconsin's players. He makes sure to allow his guys to enjoy the moment and not just focus on the "business at hand" when it comes to the NCAA Tournament. It's an interesting approach to hear, but also refreshing because Ryan is right. While he may go year after year, most of these players have at most four chances to make it here, so it means more to them to enjoy the atmosphere and chance to be there. Still, with its opening game against American the Badgers are focused on a team that plays a methodical style and pace. It likely helps Wisconsin having played Northwestern this year (who uses the same Princeton style offense as American), so don't be surprised if the Badgers don't struggle too much with this slower pace and get to enjoy the NCAA Tournament for at least one more game.
- Michigan certainly would love to make it back to the National Championship Game again this season. That chance starts by having to avoid the upset to a No. 15 seed in its opening round game, the same No. 15 seeds that have sprung three upsets in the past two tournaments. This is something the Wolverines are certainly aware of as they take on Wofford. It likely helps Michigan that it knows what it takes to make it back to the final and that it can't overlook a single opponent on the way. Still, the most interesting perspective may be that the Wolverines are preaching not overlooking Wofford while using the belief they are being overlooked to the make the NCAA as motivation.
- While the future certainly looks bright for Illinois, that doesn't mean the seniors want to see their careers end yet. The Fightin' Illini got a huge game from Rayvonte Rice as they won their first round NIT game last night by coming back against Boston University. Rice dropped 28 points as he said after the game he wanted to make sure he extended seniors John and Joseph Bertrand's careers. For a game that started terribly for Illinois as it trailed 30-13, Rice helped them respond and comeback. This extends the season at least one more game with the second round NIT date TBA against Clemson.


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Poetic Murmurings.....
Saturday, 4 February 2012
color of fall
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I am not a poet but i love to rhyme neither am i a photographer though i enjoy taking snaps of things i find interesting. The former i fell in love with since college and the later was cultivated recently- later part of 2009 - through friends inspiring works.
There's nothing more satisfying than a thought perfectly come together through words, an imagination forms into shapes and colors.
This is me and this is my world of words and imaginings.
My Photo Gallery


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How to Refer a Patient to the National Eye Institute
Physicians or optometrists can refer patients to the National Eye Institute. Preliminary telephone inquiries can determine if there is a National Eye Institute (NEI) investigator with expertise in the area of the patient's ocular problem. Patients are evaluated to confirm the diagnosis, assess therapeutic options, and determine whether they qualify for a National Institutes of Health (NIH) protocol. Only patients enrolled in a NIH research protocol can be treated and followed at the NEI. Referring physicians and optometrists may be asked to submit the diagnosis, medical history, and results of an ophthalmologic examination in writing to the principal investigator.
Physicians or optometrists interested in referring a patient to the NEI should contact the person noted on the protocols listed below or call the NEI Clinical Director's Office at (301) 496-6932.


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following me on Instagram because I'm going to be very, very busy the next 4 months! I'm also working on expanding my City & Sea Trading shop with new items and collections. Have you checked out my gourmet foods collection, yet?! OMG, is it good. Several different raw cacao dessert spreads, raw chocolate chips, exotic honeys, artisanal salts and more.
Heaven Mountain goji berries and Spring Dragon longevity tea from Dragon Herbs. My husband and I practically live off this stuff. The goji berries are the best we've ever had. Soft, chewy and delicious and grown in the pristine foothills of Heaven Mountain, a remote mountain range in Central Asia. You won't need to soak them like other hard-as-pebbles goji berries. They're also on sale so you can stock up and keep a bag in your car, one at work and one at home.
|Seriously, best goji berries ever.
a Rafflecopter giveaway


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Discussion Paper
The final Discussion paper 2016/01 – A Queenstown Lakes District perspective on tackling poverty is now published. The Institute has published a discussion paper for each area visited on the TacklingPovertyNZ tour. This series of discussion papers provides an insight into the different regional perspectives on poverty in New Zealand, in order to inform national decision-making and support local initiatives. These are available here.
Other outputs and outcomes of this workshop are found below. Please follow the links to the relevant pages.
- Powerpoint presentations (a slideshare)
- Photos (a few photos taken on the day)
- Blog post (a summary of the day's events)
- Videos (footage of presentations)
- 'Hows' ('hows' developed at the workshop)
If you have any questions, please do not hesitate to contact the McGuinness Institute on (04) 499 8888, or email us at email@example.com.


text: Jono Posted August 31, 2005 In a letter to the editor (U.S. News & World Report 9/5/05) a Mr. Fisher of Spencer, IA commented on an article called "The Booze Ban Backlash" and related a story about Iowa during Prohibition. Evidently, Templeton, IA was famous for producing Templeton Rye whiskey. Legend has it that the flavor was enhanced by pouring it through a well-worn man's hat. Travelers seeking to buy some rye were directed to a house for inquiries. Supposedly, the reply at the door would be from a lady who would point to a yellow house saying it was the only house that did not sell Templeton Rye. Share this post Link to post Share on other sites


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2NIICE is a collection of paintings, sculptures and drawings by James Chong, Jesse Fillingham, and Gabe Gonzales.
Gabe has been cooking up some extraterrestrial organs. Jesse has been looking for ways to escape the traps of gravity and time. James has been giving names to demons.
The three friends met during art school and upon graduating they founded and run the independent publishing house Never Press. The show will be up August 24th to September 6th.
For gallery hours and info, please visit http://www.synchronicityspacela.com/


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We are excited that you are considering New Orleans Baptist Theological Seminary for ministry training! The Office of Student Enlistment stands ready to serve you as you consider all that NOBTS has to offer. We would love to answer any questions and share our own experiences at NOBTS to help you during the decision making process.
Contact us today!


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Deckadance Solo is now available for Beta testing. Deckadance Solo is a single deck from Deckadance 2, in native FL Studio plugin format. This means Deckadance Solo can be controlled from the Piano roll or any MIDI controller, using the command keys as labelled in the Piano roll (see the vide below).
Deckadance Solo is FREE for FL Studio owners. Download the Beta here.
Please test it out on your system and let us know if you have any suggestions or bug reports here. Deckadance Solo will be a free plugin included with FL Studio.