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The provisions of this part contain the requirements that an institution must meet in order to qualify to participate as a Skilled Nursing Facility in the Medicare program, and as a nursing facility in the Medicaid program. They serve as the basis for survey activities for the purpose of determining whether a facility meets the requirements for participation in Medicare and Medicaid. As used in this subpart, the following definitions apply: Abuse. Abuse is the willful infliction of injury, unreasonable confinement, intimidation, or punishment with resulting physical harm, pain or mental anguish. Abuse also includes the deprivation by an individual, including a caretaker, of goods or services that are necessary to attain or maintain physical, mental, and psychosocial well-being. Instances of abuse of all residents, irrespective of any mental or physical condition, cause physical harm, pain or mental anguish.

Adopting a survey design, using questionnaires, interviews and documentation, a sample of was selected from target population of teachers, students and parents. The data were analysed thematically. Due to visit web page in attitudes towards the policy of abolition of corporal punishment, schools have been forced to evaluate other means of instilling discipline such as counselling and suspension which appeared to be regarded as the most effective alternative methods. Other alternative methods were ranked differently except suspension, corporal punishment would involve the administration of or pulling ears, which were ranked equally by all the categories of respondents.

Despite the ban, corporal punishment is thriving illegally. The study recommends in-service courses for teachers, public education on harmful effects of corporal punishment corporal punishment would involve the administration of the promotion of positive non-violent, democratic, participatory approaches to child training and education at the national level.

At school level the study recommends change of attitudes of teachers, parents and students, frequent open discussions in school gatherings and in special forums like staff, student and parent meetings. Key words: Awareness, attitudes, policy, practice, implications, corporal punishment. In line with the United Nations convention on the rights of the child Unicef,abolition of corporal punishment in schools was legally introduced in Kenya in The problem of abolition of corporal punishment is worthy of further research and discussion here despite its ban the economic, social and political systems in Kenya still have strong elements of authoritarian leadership and some teachers, parents, education officials and students still have deep-seated beliefs in the merits of corporal punishment. Some schools break the law when they inflict corporal punishment to students.

Perhaps this is because of the mismatch in matters of children discipline at home and school. The Kenyan law prohits corporal punishment at school but it is unclear about prohibiting it within the family circles.

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Therefore, many educators learn more here Kenya have found themselves in limbo; they do not know what to do in the absence of corporal punishment. Some teachers, parents, guardians, students and education officials are finding difficulty in prohibiting corporal punishment. Infact, some teachers, parents and guardians still inflict cruel and other degrading forms of punishment on children in school and at home Laws of Kenya, The national debate has been augmented by recent contradictory statements from government, folllowed by student protest in a number of schools countrywide. The two ministries have ruled out any possibility of reintroduction of corporal punishment in schools Lauler, In the Corporal punishment would involve the administration of traditional setting, the upbringing of a child using corporal punishment was not necessarily a collectively cherished model.

Some tribes believed that corporal punishment inflicted serious injury to the personality while others argued that it trained youths to be aggressive, quarrelsome and warriors who could protect their communities.

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However, in modern African states, abolition of corporal punishment is perceived differently in different countries depending on the history of colonisation Shiundu and Omulando, 15; Mbiti, ; Sifuna,Marah, Indeed, the major factor in the global spread of corporal punishment was colonialism, particularly British, French and Portuguese rule in Anglophone, Francophone and Lucophone Africa.

This is true because over the years link and order in schools has consistently been associated with violent imposition. For example, From their inception, formal schools in Western capitalist societies have been designed to discipline bodies as well as to regulate minds.

A key purpose of modern state schooling has been the formation and conduct of beliefs, as well as the acquisition of prescribed knowledge.

corporal punishment would involve the administration of

School discipline has frequently been overt and physically violent, with students most often the target of teacher-administered punishment Rousmaniere et al. In Lucophone Africa, the Portuguese colonialism seems to have helped caning to spread. For example, in Mozambique under Portuguese colonial control, Teachers mercilessly beat children, insulted them, made them work in the fields, compelled them to spend hours kneeling on brick floors, pulled their ears, kicked them, and in some instances made them bleed. In Anglophone Africa, British colonialism perhaps helped the spread of corporal punishment. In spite of religious instructors expected to be understanding and gentle with their pupils, the majority were harsh in punishing their students for they were revered and reputed as custodians administrarion knowledge and authority by the society.

corporal punishment would involve the administration of

This clrporal also validated by Islamic traditions and beliefs which uphold to its adherents to teach their children by age seven and to punish them for any defaults thereon by the age of ten Corporal punishment would involve the administration of, In fact, Harber argues that corporal punishment is a form of violence continue reading sanctioned in many schools around the world because authority and order in schools has consistently been associated with violent imposition. This belief formed the overall basis for the empirical research and again on 13th March, the Government of Kenya declared a policy of abolishing an age-old practice of disciplining school children in both primary and secondary schools in the country by using the cane MOEST, punishmenr Different stakeholders, teachers, parents and students received the policy innovation differently.

Even as education authorities decisively enforced the directive, various actors resisted it arguing that socially, culturally and practically the move would disastrously compromise the already poor discipline standards in Kenyan schools.]

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