Furinno Coffee Table with Bin Drawer - Black & White Finish, 99954

Christmas Sales Furinno Coffee Table with Bin Drawer - Black & White Finish, 99954 201

Dec 23, 2011 09:11:06

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Furinno Coffee Table with Bin Drawer - Black & White Finish, 99954

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Christmas Sales Furinno Coffee Table with Bin Drawer - Black & White Finish, 99954 Feature

  • Material: Engineered Wood Particleboard with Laminate PU paper, Plastic, Non-woven bins
  • Matching Set: 99100R1 Storage Cabinet, 99102 Storage Cabinet
  • Main Color: Black and White
  • Contemporary and simple design blends in with any modern furniture yet affordable.
  • Sturdy. Easy Assembly. Suitable for office, living space, home, kids and student room.


Christmas Sales Furinno Coffee Table with Bin Drawer - Black & White Finish, 99954 Overview

This Furinno coffee table is simple and contemporary looking. The two units of non-woven bin-type drawers that open from both sides are perfect for storage of remote controls, TV snacks and more. Side shelf can be used for storing magazines, books, etc. Care instructions: Wipe clean with damped cloth. Avoid using harsh chemicals. ***Please contact support@furinno.com for missing parts, damaged products and other questions. We are pleased to send you replacement parts FREE of charge.***Pictures are for illustration purpose. All decor items are not included in this offer.



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Corner Drawer Unit

Popular Bathroom Tile Shower Designs

When selecting the ideal shower design for your bathroom, there are several aspects of the project to consider before a final decision is made. Firstly, how large is your bathroom? If you have a small sized bathroom, you will not want to overwhelm it with a large tile design. Doing this will only make the bathroom appear smaller and will throw off the balance of the bathroom. After all, that is what you are looking for isn't it?

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On the other hand, if your bathroom is so massive that you can hear a slight echo when words are spoken, the worst thing you can possibly do is to pick a shower tile design that is too small and intricate. Intricate designs work best with small bathrooms, and vice versa. As a rule of thumb, keep your bathroom tile shower design proportionate with the overall size of the bathroom.

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Here are some of the most popular bathroom tile shower designs:

Glass

As of late, glass bathroom tile shower designs are becoming more and more popular. The most up and coming variation of glass tile is called the "mosaic" effect. The mosaic effect is made up of thousands of tiny square glass tiles, usually in a variation of shades within the same base color. Glass tiled showers also attract the eco-activists because glass tiles are often composed of recycled glass. Aside from granite, glass tiles are by far the most expensive bathroom tile shower design of the bunch.

Subway

Subway tiles may very well fall into the retro category; however subway tiles have remained one of the most popular shower design options for over half a decade. If applied correctly, shower tiles are the most seamless and clean-lines options available. Want another reason to choose subway tiles for your shower re-tiling? They are by far the most cost effective shower tiling solution.

Granite

Since the turn of the 21st century, it seems that the design pros have been obsessed with granite tiles, and not just for the bathroom. Interior designers love to use granite tiles as kitchen and bathroom counters, kitchen and bathroom floors, kitchen backdrops and of course, as shower tiles. The nation has spoken; the most luxurious option for bathroom tiles is granite. Yes, granite tiles in a shower look extremely lavish in a shower, however this beauty will come with a hefty price tag. Using granite is the most expensive shower tiling solution.

Popular Bathroom Tile Shower Designs
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Twin Wheel Casters

Ikea Lack Side Table

Christmas Sales Ikea Lack Side Table 201

Dec 21, 2011 16:16:08

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Ikea Lack Side Table

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Christmas Sales Ikea Lack Side Table Feature

  • Square top measuring 22 inches by 22 inches and a height of 18 inches
  • Supports a maximum weight of 55 pounds though it weighs only 10 pounds
  • Great use as an end table or coffe table, night table


Christmas Sales Ikea Lack Side Table Overview

This moden, sleek, stylish, yet simple coffee side table provides both function as well as big style. It can be placed effortlessly in your homes, living room, bedroom, study area, library, office, or anywhere your looking to add sleek style and functionality. This simple yet sturdy lack side table measures 22 inches by 22 inches with a height of 18 inches. This end table of only 10 pound can easily support a maxium load of 55 pounds. So whether your using this to give your table lamp a home, or to use it to fan out your magazines, this table gets the job done. - KDeals



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Lighting a Fine Craft Trade Show Booth - Options for the Budget-Conscious Artist

Good lighting is a main ingredient of a successful trade-show booth. Just the right lighting system can help an artist create the atmosphere of a fine-craft gallery. This will lure gallery owners off the isles and into your booth – the first step toward making a sale.

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Lighting is a relatively expensive investment. So how does the budget-conscious artist find the right solution?

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When it comes to choosing a lighting system, artists new to the trade show circuit often become overwhelmed. Prices vary wildly, and each convention center may have its own lighting rules. Lighting technology is changing rapidly, making the choices harder still.

This article details what I learned while tackling the challenge of lighting my 10’X10’ booth at the American Craft Retailers Expo (ACRE), a large wholesale show for American and Canadian craft artists. As I am new to trade shows, this information is meant only as a pointer for artists in the process of choosing lighting, and perhaps also for more seasoned artists looking to update their systems.

In examining many different lighting options, my objective was to illuminate my glass jewelry beautifully but inexpensively. I wanted the lights to be lightweight and modular, to fit in boxes for shipping to the show. I was looking for contemporary styling, in silver or black. And I wanted to have at least one special lighting effect – not too flashy – to give my booth a unique element.

In his CD on booth design, art business consultant Bruce Baker suggests 1,000 watts will light up a 10’X10’ booth very effectively. I decided to stay at or under 500 watts, however, because the ACRE show includes 500 watts with the booth price, and the halogen lighting I ultimately decided upon illuminates my displays very well. Since I bought the lights at a “big-box” store with sites in virtually every city in the U.S., I can add more lights once I’m at the trade show if necessary.

The Battle of the Bulb

Contractors Choice Lighting (www.ccl-light.com) says a light fixture is simply a “bulb holder.” The bulb, therefore, should drive one’s choice of a fixture. This is somewhat true for trade-show lighting, although the fixtures may dictate the types of bulbs, depending on the choices available at the store where one shops for the lights. The CCL website offers a “Bulb Photometrics” page ([http://ccl-light.com/photometrics.html]), whose graphical representation is a refreshing departure from the complex descriptions of lighting options that have proliferated on the web.

Halogen is the bulb of choice for many trade show exhibitors. It offers a crisp, white light. Although people commonly refer to halogen as non-incandescent, it is in fact a kind of incandescent lamp. It generates light by using a thin filament wire made of tungsten, heated to white by passing an electric current through it. According to General Electric, the first halogen lamp was developed in 1959 – not too long ago for many of us!

Halogen bulbs differ significantly from the traditional type of incandescents we grew up with. The halogen bulb’s filament is surrounded by halogen gases (iodine or bromine, specifically). These gases let the filaments operate at higher temperatures. The end result is a higher light output per watt.

The gases also do something rather miraculous: Tungsten tends to evaporate off the filament over time, and the gases actually help re-deposit the tungsten onto the filament. This extends the bulb’s life way beyond that of the traditional incandescent bulb, whose evaporated tungsten clings to the walls of the bulb like a smoky apparition and eventually the uncoated filament snaps. Who hasn’t rattled a burnt-out light bulb and enjoyed the jazzy cymbal sound of the broken filament inside?

In addition to giving off more light than traditional incandescent bulbs, halogen bulbs emit a whiter light that provides better color rendition. “For highlighting and bringing out true colors, use halogen lamps,” suggests USA Light and Electric’s website (www.usalight.com). “Nothing looks better than the drama brought in with halogen lamps.”

Baker also suggests halogen lights – floodlights in particular – for a contemporary look, especially for jewelry and glass. It’s important to consider that other fine craft materials such as ceramics and wood might be better enhanced with halogen spotlights, or even with some of the more traditional incandescent lights that emit a warmer color.

Having decided upon halogen lighting, my next task would be to choose bulbs. The ACRE show takes place at the Las Vegas Convention Center, which has instituted a strict halogen lighting policy. Each light cannot exceed 75 watts, and all halogen bulbs must be factory sealed in glass (not in a removable lens or linear shape).

Thankfully, there is plenty of factory-sealed halogen lighting, in the form of PAR halogen bulbs. PAR is an acronym for “parabolic aluminized reflector.” PAR bulbs have a built-in reflecting surface made of pressed glass. The glass provides both an internal reflector and prisms in the lens for control of the light beam.

PAR bulbs are numbered, as in PAR 16, PAR 20, PAR 56. The PAR number refers to the bulb shape. Bulbs.com has a halogen section of the site where you can quickly compare the various PAR bulbs visually. Within a given category of PAR bulbs there are various wattages, wide and narrow spotlights and floodlights, different base sizes, and even different colors.

Fortunately I was able to skip the process of deciding on a PAR bulb by deciding first where to shop for my lights (more on that below).

Power Issues

When you go to shop for track lights, you’ll notice there’s a choice between 12-volt and 120-volt fixtures. 120 is the standard voltage that comes directly into most homes and offices – and convention centers.

For a lamp using 120 volts, no additional parts are necessary beyond a regular socket. 120-volt fixtures generally are lighter than 12-volt fixtures because they don’t need a transformer. They also cost less and can use halogen or regular incandescent bulbs.

I stopped short of investigating 12-volt fixtures, except to find out that they step down the amount of energy being used to a lower voltage, and thus are more energy efficient. They require a transformer to convert the 120-volt household current to 12 volts, and they may require hardwiring (although one artist I know found a 12-volt fixture with a built-in transformer which she was able to plug into a 120-volt outlet. A 12-volt fixture accommodates very efficient bulbs that offer a variety of wattages and beam spreads, including the 50-watt MR-16, which is popular in galleries.

I decided on 120-volt lighting for the trade show, because I wouldn’t have to worry about transformers and could just plug it in.

Choosing a Store and Track Lighting

I read the ACRE online forum for clues about where to buy lighting. What one artist said struck me as eminently sensible: He buys all his lighting at Home Depot, because if anything goes wrong at the show, he can find a store nearby for replacement parts.

This was something to consider: Tempting as the gorgeous designs might be, special-order lighting of any kind introduces the risk of having a malfunctioning light for the duration of a show.

Another artist on the ACRE online forum said he buys his lights from Lowes. It probably doesn’t matter which big-box store one chooses, as long as there’s one in every city.

Since I was new to trade shows and this was to be my first lighting kit, I resisted choosing from the many good suppliers on the web. I settled on the limited but attractive selection at Lowes. A side benefit of this was that my choices were comfortably narrowed.

Within the category of halogen lighting, you can get either track lights or stem-mounted lights (with arms extending outward). I went with track lights. This was partly because the stem lights I found on the web were relatively expensive and Lowe's didn’t offer them, and partly because with track lights I could have one cord instead of several hanging down.

The Lowes lighting salesperson was helpful in putting together a full package from the track lighting on display and in stock. I decided on four, two-foot tracks to keep the size of my shipping boxes down. Here’s a rundown of what I bought:

· 4 two-foot track sections, Portfolio brand, black finish, Item #225678. Each section holds 2 lights, for a total of 8. Total: .12

· 8 Flared Gimbal Track Lights, Portfolio brand, Item #120673, with a satin chrome finish for a contemporary look. They are easy to attach to the track by following the directions. Total: .76

· 8 halogen bulbs, Par 20, 50-watt, for bright, crisp light. I bought several floodlights and a couple of spotlights. The bulbs are very packable, at a little over 3” long and 2.5” in diameter. Total: .00

· 2 Miniature Straight Connectors by Portfolio, Item #120716, for joining two of the track sections end to end. The idea is to have only one cord to plug in from a row of four lights. Total: .92.

· 2 Cord and Plug Sets, Portfolio brand, Item #120827, to power track from a standard AC wall outlet. I connected these to the end of the two of the track sections by unscrewing the covering on one side of the track. Total: .06

· Various Multi-Purpose Ties (cable ties), by Catamount, for attaching tracks to booth pipes. Total: .00

· 2 heavy-duty extension cord/power strips – 14-gauge, 15-feet, with three outlets each, Woods brand, from Lowe’s, Item #170224, model 82965. Total: .00

Grand total: 3.86

The Gimbal lights I chose only accept a 50-watt, PAR 20 bulb, which made it easy to pick out the bulbs. So in this case, the fixture drove the choice of bulb, not the other way around.

According to the Bulb Photometrics page at Contractors Choice Lighting, a PAR 20, 50-watt halogen flood bulb will emit a beam of light with a 5’4” diameter when it reaches 10 feet away. It offers about 12 foot-candles worth of light at 10 feet away from the bulb (a foot-candle is the level of illumination on a surface one foot away from a standard candle.)

For the sake of comparison, a PAR 30 beam offers a diameter of more than 8’ at 10 feet away, and you still get about 14 foot-candles at that distance. What happens if you notch it up to a 75-watt bulb? You get a lot more foot-candles (38) at 10 feet away. This suggests that larger trade-show booths might want to take advantage of higher PAR and higher watt bulbs.

All together, the track lighting system I chose uses 400 watts of electricity. This left me another 100 watts to add specialty or accent lighting to my booth, while still remaining at the 500-watt limit.

Cords, Plugs and Hanging Lights

The Las Vegas Convention Center has very strict rules for cords, plugs, and hanging lights.

The two-pronged, 18-gauge cords that the manufacturer has attached to your lights are acceptable (leave the UL tags and labels intact). These lighting cords cannot be plugged into the convention center outlet, however. Instead, you must plug them into a three-pronged, heavy duty, 14-gauge extension cord – or a breaker strip with a 14-gauge cord. You can then plug that 14-gauge extension cord into the convention center outlet.

A 14-gauge extension cord is capable of handling 1,825 watts. It’s helpful to read the brief extension-cord sizing and safety information on the web pages of the Underwriters Laboratories (www.ul.com/consumers/cords.html) and the University of Florida Cooperative Extension Service ([http://edis.ifas.ufl.edu/FY800]) before purchasing a cord.

Bruce Baker suggests the cord be 20 feet with six outlets, and that it include a cord reel. I couldn’t find this type of cord at Lowe’s, so I decided on two 15-foot, heavy-duty, 14-gauge extension cord/power strips, each offering three outlets. If you have a larger booth, you can find a 25-foot cord with three outlets at Lowe’s.

There are so many different approaches to hanging lights, and so many variables to consider, that it could be a topic for another article. In general, you can hang or clip lights onto a cross bar or onto the “hard walls” of your display if you have them. Depending on the rules of a particular trade show and the size your lighting system, you may be permitted to attach the lights to the booth’s existing pipe and drape.

Since my booth design does not include my own walls, my lights will attach either to the existing pipe or to a cross bar. Cable ties (commonly called “zip ties”) appear to be tool of choice for attaching tracks to the pipes or bars, and even for attaching additional cross bars to existing pipe and drape. One artist I know uses Velcro strips, followed by cable ties to secure the attachments. There are a few entire websites for cable ties. One of them is http://www.cabletiesplus.com .

I purchased Multi-Purpose Ties from Home Depot. They can bundle 4 inches in diameter, withstand temperatures up to 185 degrees Fahrenheit, and hold up to 50 lbs.

Accent Lighting: LEDs

There are many ideas for accent lighting – although a fair treatment of the topic is beyond the scope of this article. Light-emitting diode (LED) lighting is one technology that is experiencing breakthroughs and growing fast. It takes many LEDs to equal the light output of a 50-watt bulb, and LEDs are fairly expensive, so LEDs aren’t ready for prime time when it comes to lighting a whole booth.

There are several close-up applications for LEDs, however, that are worth looking into now. An example is the in-counter light bar sold by MK Digital Direct at http://www.mkdigitaldirect.com (at a whopping 5 per foot). The more affordable MK Sparkle Light Pocket () is a portable device that has extra long-life of over 100,000 continuous hours and promises to give jewelry “maximum sparkle and scintillation.”

The Nexus mini LED light system (www.ccl-light.com), meanwhile, offers a lot of illumination for its size – a puck shape not much bigger than a quarter. The company says it is for direct display lighting of crystal and glass, and it can even be submerged in water. The light is attached to a 12’ cable that ends in a plug, and has “mode switch” with seven different color choices. Unfortunately, white is not one of the color choices, and at it’s a bit expensive. Still, a few of these lights combined with room lighting could draw viewers into your booth and toward your most dramatic displays.

LEDS also include tube lights, flexible lights, linear lights, and bulbs. Superbright LEDs (www.superbrightleds.com/edison.html ) has a collection of 120-volt screw-in LED bulbs for accent and other low-lighting applications, as well as a host of other fascinating products such as “plant up-light fixtures.”

At this writing, the search was still on for accent lighting to give my booth an extra special glow. Stay tuned for a future article on the results.

Online Resources

The following list is not an endorsement, but rather a starting point for research on lighting systems, cable ties, and accent lighting.

http://www.ccl-light.com - inexpensive and many choices, has “Bulb Photometrics” page to help determine how much light and what kind you want from a bulb

http://www.direct-lighting.com - stem-mounted and track lights

http://www.usalight.com - large selection of lighting and bulbs

http://www.bulbs.com - quick visual comparison of PAR bulbs (in halogen section)

http://www.cabletiesplus.com - Cable (zip) ties for securing track lights to pipe

http://www.mkdigitaldirect.com - LED lights for jewelry cases

http://www.american-image.com/products/lights/lights.html - a nice selection and visual layout of stem-mounted and other lighting (but not cheap)

http://www.brightmandesign.com/products/wash-super.html - good technical information and images of lights set-ups for trade shows; several stem-mounted clip-on designs

http://www.superbrightleds.com - LED accent lighting, including screw-in bulbs and light bars

Lighting a Fine Craft Trade Show Booth - Options for the Budget-Conscious Artist
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Christmas Sales Coaster Contemporary Modern Night Stand Bedside Table, Silver Metal Finish 201

Dec 20, 2011 19:47:29

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Coaster Contemporary Modern Night Stand Bedside Table, Silver Metal Finish

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Christmas Sales Coaster Contemporary Modern Night Stand Bedside Table, Silver Metal Finish Feature

  • 18"L 16 3/4D 29 3/4"H
  • Some assembly may be required. Please see product details.
  • Bedroom


Christmas Sales Coaster Contemporary Modern Night Stand Bedside Table, Silver Metal Finish Overview

Contemporary Modern Silver Finish Metal Night Stand Bedside Table. Dimensions: 18"L x 16 3/4"D x 29 3/4"H. Finish: Silver. Material: Metal. Contemporary Modern Silver Finish Metal Night Stand Bedside Table. Bed showcases the elegance of clean lines in a contemporary silver finish. This nightstand features the durability of metal with the elegance of glass. Also features a bottom shelf for storage. Matching platform bed is sold separately. Item requires simple assembly .



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Baxton Studio Chiara Acrylic Coffee Table, Clear

Christmas Sales Baxton Studio Chiara Acrylic Coffee Table, Clear 201

Dec 19, 2011 23:14:09

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Christmas Sales Baxton Studio Chiara Acrylic Coffee Table, Clear Feature

  • Designer-look clear coffee table with integrated angular legs
  • Fashioned from thick, clear acrylic for airy looks and modern feel
  • Legs double as storage space for magazines and newspapers
  • Suitable for indoor or outdoor use; ideal with contemporary décor
  • Measures 17 by 39 by 15-1/2 inches; acrylic end table also available


Christmas Sales Baxton Studio Chiara Acrylic Coffee Table, Clear Overview

This designer look simply-shaped functional coffee table captivates the original stunning appearance. This modern coffee table features a beautiful integrated footrest that doubles as storage space for magazines and other print material. Suitable for outdoor use. The clear acrylic is a visionary way to add unique and innovative perspective, as well as playfulness to your living space. The table quickly dissolves into the environment and leaves an unobstructed view of anything beyond or below its surface. Coffee table measures 39 inches wide, 17 inches deep and 15.5 inches high.



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New Syllabus 2005 - English Language For Secondary Schools, Form I - IV

INTRODUCTION

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Tanzania is among African countries, which right after independence started to take measures on education developments through policies formulation, reviews, adjustments, and improvements. These measures include curriculum design and development for schools to meet national goals on education. English as one of the subjects taught in all education levels from primary school to tertiary level, its curriculum and teaching has being gone those changes since then. In viewing and analyzing the English syllabus used in Tanzanian schools particularly in ordinary level now, we should see the changes of last syllabus, which led to the current syllabus we have today. The last syllabus was introduced in 1996 and used up to 2005 where the current syllabus was introduced in use from January. The syllabus was improved to meet the needs, challenges and shortcomings of the former one. Students were given more activities; the syllabus focuses on student competencies rather than the former one, which focus more on contents. The syllabus was challenged that it did not bring competences that is why the standard of English has declined dramatically over the years, and the main cause of this decline is the insufficient teaching of English in schools following the English language syllabus. This was seen by Allen K. (2008) in 'What happened to our good English? And wrote:

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'Syllabus and textbooks have caused this... Secondary school students only fare marginally better, and yet secondary and tertiary education is all in English. They may be able to engage in simple dialogue but normally only after they have asked for the question/sentence to be repeated at least once. Again, fluent, complicated structures are mostly not understood at all. Written English is a greater problem. How many secondary school students write the almost nonsensical 'How are you? On my side, I'm fine and going on well with my daily activities'. Recently talking to university graduates who were embarking on post-graduate studies their lack of confidence in the language was striking. To make conversation I needed to adopt very simple structures at a very slow, unnatural speed'.

This was also earlier seen by Cripe C & Dodd W. (1984) that suggested the authorities to work on a completely new syllabus for English language teaching in schools. Such a syllabus could take into account that many more pupils progress to secondary school from primary school without facing English language good foundation.

In that view, this paper analyze the contemporary syllabus, by using some of the criteria including appropriateness, feasibility, utility, adequacy, content, method, scope and consistency between grades. Others are internal consistency, clarity, and up-to-datedness. These criteria will be on its structure, objectives, strengths and weaknesses that avail. It is important to do so in order to improve the standard of English in Tanzania as proficiency in the language. This is because teachers as main guides for instruction in their classrooms use national English syllabuses and in examinations. The syllabus was designed and prepared by Tanzania Institute of Education under the Ministry of Education and Vocational Training.

ANALYSIS

Before the analysis, the definition of syllabus is given as the summary of the course; usually contain specific information about the course. (www.counselingcenter.uiuc.ed). Collins Essential English Dictionary defined syllabus as an outline or summary of the main points of a text or a course study. Syllabus analysis is the evaluation of the quantity of the syllabus (www.counselingcenter.uiuc.ed). So the purpose is to evaluate the quality of it developed by the institution.

The major areas analyzed in this ordinary level English syllabus are top cover, back cover, inside the top cover, part one and part two of it. The top cover present the title starting with United Republic of Tanzania on top then Ministry of Education and Culture now changed to Ministry of Education and Vocational Training, followed by English Language Syllabus for Secondary Schools, Form I - IV, 2005. Inside the cover on page (ii) copyright of the ministry is uttered followed by designed and prepared authority and address i.e. Tanzania Institute of Education. The next page (iii) is the table of contents.

The syllabus generally is divided into two main parts where the first is introduction, objectives of education in Tanzania, objectives of secondary education, general competence for Form I - IV, general objectives and organization of the syllabus. The second part consists of competences and objectives of the class followed by a table matrix layout, which shows topics, sub-topics, specific objectives, patterns/structures, contexts/situations, vocabulary/phrases, teaching/learning strategies, teaching/learning materials, assessments and number of periods with instructional time.

Introduction of the syllabus is well presented shortly expressing that the syllabus replaces the 1996 English Language edition, which has been phased out. It has been introduced for implementation from January 2005. The introduction could have been more attractive if it explained more the major reasons, which led to the phase out or change of the former one. Several inquiry skills and some inquiry levels are very briefly outlined in the introduction; it could be outlined to polish the part.

The objectives of education in Tanzania are clearly stated, meaningful and relevant to Tanzanian context as well as worldwide. They touch all disciplines of skills needed to the human being in the world. This is written the same in all syllabuses for subjects in that level nationally. The objectives are challengeable with the availability of resources in education both physical and human infrastructure in totality to cater the needs. In the report presented in the Conference of Commonwealth Ministers in Halifax, Canada 2000; by the minister of Education and Culture at the time says that; despite the government and the private sector efforts to provide secondary education in the country, the sub-sector had shortage of the science teachers especially in the rural areas, shortage of laboratories, shortage of equipments and other basic educational materials... It means that the objectives are clearly stated but not easy to achieve successfully.

The following section analyses the feasibility of the objectives of secondary education in Tanzania. The part started by defining the secondary education as a post primary formal education offers to learners who successfully completed seven years of primary education and have met the requisite entry qualification requirements. The objectives are stated to make the syllabus implement-able and feasible. However, it carries elements of behaviorists' approaches that emphasize the use of reinforcement and repetition. The challenge is how to fulfill the packages needed to meet those objectives. Obanya P. (2006) had seen it and pointed out that Africa is still trailing behind other regions of the world in its effort towards attaining the EFA (Education for All) goals. So to Tanzania among African countries. Further he said the successes and sustainability of the new vision of secondary school in African governments show an appropriate level of political will...stepping up the process of reform, mobilizing the required resources, ensuring a participatory process etc.

General competences for Form I - IV in part two are relevant and if they are to be, achieved changes are to be seen. Competences were added to this syllabus to meet the objectives of teaching English in secondary schools by focusing on the learner-centered education (LCE) rather than teacher centered education (TCE) which proved insufficient masterly of language formerly. Allen K; (ibid) supported the transformation and said that things could have improved in the early 2000s with the opening up of the school textbook market to private publishers and the permitted multi-textbooks. However, the standards in teaching English had already declined by then, and many teachers were not equipped to be able to choose the best books for their purposes. Teachers have mostly taken the multi-textbook system to mean that they choose one book from a selection of many, and so they still effectively only use one textbook. In really sense, general competences collaborate with national objectives.

The syllabus has utility and efficacy that is why general objectives are outlined to enable the student acquires knowledge and skills to practice and use the language in specific settings and remarkable performances. They include speaking and writing skills, reading skills, communication and demonstration skills. These are form of skills which Burt C. et al (1933) categorized them as skills, concepts, relationships and strategies. They said that these four categories should not be thought of a hierarchically linked in the learning process, they are to large extent interactive. If a student acquire the outlined objectives thoroughly she/he would be competent to use English language in the world of information and communication technologies. It is clearly seen that these objectives were derived from the national objectives because they comply with them.

Class level competences are the statements, which specify the abilities that are expected to be attained by students before the class objectives found at the beginning of the content of each class level. Objectives are statements of behavior that are stated immediately after class competences to be exhibited by each student at the end of given class. These are achievable in a class of a recommended number of students not exceeding thirty five in class at a time and with the competence of a teacher. However, in Tanzanian crowded classes environment of more than sixty students is very difficult to achieve such objectives. Sumra S. (2000) pointed out that the education policy needs to clarify in focusing on 'inputs' or 'outputs' and the meaning of - what is expected of all teachers and how this will be monitored and measured. Pre and in-service needs to be focused on teacher competence. The effectiveness of human and physical infrastructures should be assured and realized in our schools so that the objectives are achieved.

Class level competencies and objectives in each Form are not the same. They are articulated according to the topics arrangements in specific Form and the behavioral changes intended. Class level competence is appropriate in scope versus students' ability level. The new approach shifts the orientation of the content largely, but not exclusively, away from the rote memorization of factual knowledge to a competence based learning, which focuses much more on the understanding of concepts, and the acquisition of skills and competences.

The organization of topics and sub-topics, which are in the first and second column of the syllabus layout, shows that are completely designed to students ability. They diminish in number sequentially and consistent as they go to upper Form. While in Form I, there were sixteen topics and twenty-four subtopics, in Form II there were eleven topics and fifteen subtopics. In Form III and IV, there were six and five topics, fifteen and fourteen subtopics respectively. Some topics recur more than once but in advanced form. For instance, 'Expressing Opinion and Feelings' appeared in Form I, II, and III. 'Talking about Events' and 'Interpreting Literary work' appeared in Form I and II, while ' Listening for Information from different Sources', 'Reading Literary Work' and 'Writing Appropriate Language Content and Style' appeared in Form III and IV respectively. However, the topics are consistent and have sequential arrangements. The entire syllabus has credential internal consistency between components and their content scope.

In organizing the topics and other sub-heading, the structure of the syllabus is in matrix form layout. Form I classes for example have sixteen topics and twenty-four subtopics. Both are relevant to their level and the continuity of topics is maintained accordingly from simple to difficult and there is a link between them. The same applies up to Form IV. The objectives in each topic and subtopics are clearly articulated from Form I - IV, to meet the behavioral change intended. The analysis of topics and sub-topics show that there is continuity within and link between topics because sub-topics are presented under the main topics. This enables a teacher to understand and relate the topics with concepts and ideas. Change of behavior is taken into consideration during planning the lesson to teach to make sure the autonomy is attained. Autonomy refers to student's ability to organize his/her own learning activities.

Patterns or structures and variety of activities are relevant and adequately in providing, enough learning in every Form presented in the syllabus. It suggests use of variety activities including demonstration, dramatization, dialogue oral and written drills, songs, role-plays and games. These activities bring a vital role to students to master language skills, however, the nature of most Tanzanian crowded classes and shortage of teachers, this is a challenge to achieve successfully.

Context/Situations are provided in abundance and this will depend on how the responsible teacher opts to them depending on the natural setting of learning environment. Natural setting help the students the knowledge of skills they attain in their environment even after school. Vocabularies and phrases option provided are enough and relevant to the level of students.

The syllabus is adequate because in teaching and learning strategies throughout the syllabus, students are intended to develop fully speaking, writing, listening and arguing skills. They are adequately assisting the learners to attain the objectives. It is recommended that the list is not exhausted that the teacher will use more strategies depending on the needs where necessary. These include ear training, pronunciation and writing by using directives given in patterns/structures in third column of the syllabus.

There is no doubt about teaching and learning materials because they are well presented and suggested. The only slight doubt is that in rural areas, it might be difficult to access on television, video and audio cassettes because of shortage of power supply but with initiatives, it can be solved out. The levels of inquiry require students to be able to do something in the assessment and this is very well articulated in the part. There are one hundred and eighty four periods in a year, which shows at least there are seven periods in Form I and II; six periods in a week for Form III and IV. Each period is forty minutes.

The syllabus does not give suggestions, advice, or alternative program or prospectus to be used together or in place of itself. Again, it does not provide a list of selected text and reference books. It would be better if at least five textbooks and five reference books could be suggested in each topic. The national English syllabus serves as one of the main resources for English teaching and learning in secondary schools. Each teacher is given a copy of the national syllabus as a guide for the scope and depth of the content to be taught.

Inquiry is explicitly emphasized in the assessments section in the secondary school syllabus. This syllabus aims at stimulating pupils' curiosity and sense of enquiry which will in turn not only provide suitable basis for further study of the subject but also provide students with sufficient knowledge and understanding to make them become useful and confident citizens. The essence of such an enquiry is related to problem solving and reflecting on modern enterprise. During the course, students should acquire language abilities associated with language competences. Students should develop second language attitudes such as open mindedness and willingness to recognize alternative language skills of view. Moulali S. (2006) said that the main objective of education quality improvement is to have a market responsive curriculum, with an efficient and effective delivery system that enables the recipient to become confident in modern enterprise.

In the assessment also, the teacher is required to make sure that students are assessed in all objectives into considerations of learning outcomes. It is explained that assessment provides room for fairness as well as enhancing students' development of high level of thinking. The teacher must assess students in all language skills using paper pencil assessment, interviews, observation, portfolios, projects and questionnaires. These are the most techniques for active and participative learning. Active learning or learner-centered education (LCE) is considered an effective antidote to the prevalence of teacher-centered instructional classroom practices, which is widely claimed to support passive learning, and the stifling of critical and creative thinking (Rowell and Prophet 1990). The promotion of LCE is directly associated with high development ambitions, such as economic development, or social restructuring. LCE fits well modern pedagogical ideals for focusing on the provision of a platform for developing knowledge, skills and competencies for innovation, social development and economic growth. LCE requires a move from the commonly pure content learning and the memorization of facts to the ability of learning-to-learn, to the inclusion of methodological and social skills and competencies into the learning process, to the understanding of generic higher order concepts.

DISCUSSION AND RECOMMENDATIONS

In totality the syllabus is well organized and presented successfully to meet the intended outcomes. It has the desirable aspects of quality, continuity, autonomy and discussion. It is also updated because it is relevant to current situation of the nation and the world as a whole. Such current issues include HIV Aids in Form II, ozone layer depletion global warming and environmental conservasation in Form III.

The objectives and competences are clearly constructed and stated to meet intended outcomes including national and individual goals in English language skills. Language is vital for everyone to communicate and this is where the access to cognitive skills, knowledge, technologies, attitudes and values can be obtained. The objective of this syllabus is to have a responsive curriculum that addresses the skill needs of the population and an efficient and effective delivery system of the curriculum. This would mean an adequate and qualified number of teachers, as well as sufficient and appropriate teaching and learning materials O-saki, K., & A. Ndabili. (2003). They should be available in all schools to raise student achievement, and appropriate mechanisms for testing learning competencies. This is a challenge in Tanzanian context but (World Bank Report 2007) said that to achieve education goal emphasis must be directed in expanding facilities through the provision of development grants to schools. Policy measures such as raising the average number of students per teacher, increasing the average number of teaching periods per week, increasing class size, especially at upper secondary, expanding open and distance learning programs, reducing tuition fees by half, and providing scholarships to students from poor household.

As previously mentioned the syllabus does not list a number of text and reference books to use at least five each Form. This is left to school administration and subject teacher to choose various books to use. This is a very good decision but the challenge is; can all schools manage to buy these books according to the needs? The answer is no even private schools in spite of their school fees collection cannot affect their textbooks needs. African Development Bank, (2000) remark that the bulk supply of textbooks to schools was found to be inefficient as the supply of the books is not always based on accurate information about the schools. This approach of providing textbooks also does not encourage the flourishing of local publishers and local book suppliers. Under SEDP (secondary education development program), the schools are receiving capitation grants which they use for the purchase of learning and teaching materials, including textbooks. This enables the schools to procure the books they need and in the quantities they can afford, but not the recommended needs.

The assessment section of the syllabus state that at the end of Form IV students are expected to do an overall achievement assessment intended to determine the extent to which the objectives of English course have been attained. This can be attained if in all stages of teaching and learning process, (LCE) was adhered with sufficient supply of learning materials. Several studies indicate that implementation of LCE in the classroom is problematic (Jansen 1999; Chisholm 2000; Leyendecker 2002; Ottevanger 2001). Where Sub-Saharan Africa (SSA) countries have attempted to implement learner-centered education, the actual instructional processes were largely far removed from the ideal. One of the problems is that the teacher is regarded by the societies and culturally determined understandings of authority and teaching, including students' perceptions, as the provider of knowledge and the bearer of authority. These perceptions and the resulting classroom behavior will not change overnight. Although Prophet's report dates back to 1995, his observation that teachers rather adapt their teaching to suit their and their students "world view" and perceptions on teaching, is continuously repeated and supported by other studies.

Another challenge is that, contrary to the pedagogical ideal, the vast majority of students are not very active and visible, probably because they have never given the chance. Although there is little research about students' experiences of curriculum reforms, numerous comments and observations, point to the fact that students struggle with their new roles, which they are assigned by the intended curriculum changes. Students frequently share with teachers a common perception about what it means to teach, and are resistant to changes not fitting this perception. What is more, students' attitudes concerning learning and discipline have embraced aspects of international youth cultures. Students welcoming the opening of classrooms and the change from strict classroom organization and discipline, have problems in meaningfully filling the added space and freedom. Students are powerful influencers of change, and can be obstructive if the required attitudes and instructional practices do not fit their expectations. This is happening in various secondary schools in our country. Both student and teachers cannot jump from the current classroom situation and culture to a desirable ideal behavior. It needs transitional time for changes to be instilled in the mind of teachers and students. However, both can gradually grow and adapt to the new roles that are beneficial to teaching and learning. For such a process of growth to take place, support structures should to be available, but these are often absent or very limited in scope and time lines.

SUGGESTIONS AND CONCLUSION

As to conclude, the main practical challenges for the improvement of syllabus and instructional quality that are frequently neglected for the development is that, teachers need to have sound knowledge of the content matter to be flexible to adjust to different ways of student thinking, and to be able to relate to the emerging questions and problems without being challenged in his position. Due to their own learning experiences and education, the content knowledge of many teachers in Tanzanian classrooms is limited, so in-service programs to sharpen teachers knowledge is essential. Teachers need to have a sound knowledge of instructional methodologies, their aims and potentialities. Teachers need assistance and space for learning about instructional methodologies. Teachers' roles change from providers of knowledge to facilitators, and the changes in roles need to be both comprehended and accepted by teachers, students, and the society alike.

New Syllabus 2005 - English Language For Secondary Schools, Form I - IV
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