AN INTRODUCTION TO INDIAN ART IN VERSE  
By Raj Nandy : Part One

INTRODUCTION
Background :
The India subcontinent and her diverse physical features,
influenced her dynamic history, religion, and culture!
The fertile basin of the Sapta-Sindu Rivers* cradled one of
world’s most ancient civilization, (seven rivers)
Contemporary to the Sumerians and the Egyptians, popularly
known as the Indus Valley Civilization!
The Sindu (Indus), Jhelum, Chenab, Ravi, Sutlej, Bias, along
with the sacred river Saraswati, shaped India’s early History;
Where once flourished the urban settlements of Harappa and
Mohenjodaro, which lay buried for several centuries;
For our archaeologists and scholars to unravel their many
secrets and hidden mysteries!
Modern scholars refer to it as ‘Indus-Saraswati Civilization’;
By interpreting the text of the Rig Veda which mentions
eclipses, equinoxes, and other astronomical conjunctions,
They date the origin of the Vedas as earlier as 3000 BC;
Thereby lifting the fog which shrouds Ancient History! +
(+ Two broad schools of thoughts prevail; Max Mullar refers
to 1500 BC as the date for origin of the Vedas, but modern scientific findings point to a much earlier date for their Oral composition and
their long oral tradition!)

On the banks of the sacred Saraswati River the holy sages
did once meditate, *
When their third eye opened, as all earthly bonds they did
transcend !
From their lips flowed the sacred chants of the Vedas, as
they sang the creator Brahma’s unending praise!
These Vedic chants and incantations survived many
centuries of an oral tradition,
When Indian Art began to blossom into exotic flowers like
Brahma’s divine manifestations;
With all subsequent art forms following the model of
Brahma’s manifold creations!
The Vedas got written down during the later Vedic Age
with commentaries and interpolations,
And remain as India’s indigenous composition, forming a
part of her sacred religious tradition! *
(Rig Veda the oldest, had hymns in praise of the creator;
Yajur Veda spelled the ritual procedures; Sama Veda sets
the hymns for melodious chanting, & is the source of seven
notes of music; Artha Veda had hymns for warding off evil
& hardship, giving us a glimpse of early Vedic life.)

IMPACT OF FOREIGN INVASIONS:
Through the winding Khyber Pass cutting through the rugged
Hindu Kush Range,
Came the Persians, Greeks, Muslims, the Moguls, and many
bounty hunters storming through north-western frontier gate;
Consisting of varied racial groups and cultures, they entered
India’s fertile alluvial plains!
Therefore, while tracing 5000 years of Art Story, one cannot
divorce Art from India’s exotic cultural history.
From the Cave Art of Bhimbetka, to the dancing girl of Harappa,
To the frescoes and the evocative figures of Ajanta and Ellora;
Many marvelous and exquisitely carved temples of the South,
And Muslim and Mogul architecture and frescoes along with
India’s rich Folk Art, enriched her artistic heritage no doubt!
Yet for a long time Indian Art had been the least known of
the Oriental Arts,
Perhaps because from Western point of view it was difficult
to understand the spirit behind Indian Art!
For Indian Art is at once aesthetic and sensual, also passionate,
symbolic, and spiritual !
It both celebrates and denies the individual’s love of life,
where free instinct with rigid reason combine !
These contradictory elements are found side by side due to
her culturally mixed conditions, as I had earlier mentioned!
Now, if we add to this the constant religious exaltation,
With the extensive use of symbolic presentation, from the
early days of Indian civilization;
We have the basic elements of an Art, which has gradually
aroused the interest of Western Civilization!

The further we get back in time, we only begin to find,
That religion, philosophy, art and architecture,
Had all merged into an unified whole to form India’s
composite culture!
But while moving forward in time, we once again find,
That art, architecture, music, poetry and dance, all begin to
gradually emerge, with their separate identities,
Where Indian Art is seen as a rich mosaic of cultural diversity!

(NOTES:-In the ancient days, the Saraswati River flowed from the Siwalik Range of Hills (foothills of the Himalayas) between Sutlej & the Yamuna rivers, through the present day Rann of Kutch into the Arabian Sea, when Rajasthan was a fertile place! Indus settlements like Kalibangan, Banawalli, Ganwaiwala, were situated on the banks of Sarsawati River, which was longer than the Indus & ran parallel, and is mentioned around50 times in the Rig Veda! Scientists say that due to tectonic plate movements, and climatic changes, Saraswati dried up around 1700BC ! The people settled there shifted east and the south, during the course of history! Some of those Indo-Aryan speaking people were already settled there, & others joined later. Max Muller’s theory of an Aryan Invasion which destroyed the Indus Valley Civilization during 1500BC, supported by Colonial Rulers, was subsequently proved wrong ! Indo-Aryans were a Language group of the Indo- European
Language Family, & not a racial group as mistaken by Max Mullar! Therefore Dr.Romila Thapar calls it a gradual migration, & not an invasion! The Vedas were indigenous composition of India. However, they got compiled & written down for the first time with commentaries, at a much later date! I have maintained this position since it has been proved by modern scholars scientifically!)

SYMBOLISM IN INDIAN ART
From the ancient Egyptian hieroglyphic to the Cretan Bull
of Greece,
Symbols have conveyed ideas and messages, fulfilling
artistic needs.
The ‘Da Vinci Code’ speaks of Leonardo’s art works as
symbolic subterfuge with encrypted messages for a secret
society!
While Indian art is replete with many sacred symbols to
attract good fortune, for the benefit of the community!
The symbols of the Dot or ‘Bindu’, the Lotus, the Trident,
the Conch shell, the sign and chant of ‘OM’, are all sacred
and divine;
For at the root of Indian artistic symbolism lies the Indian
concept of Time!
The West tends to think of time as a dynamic process which
is forward moving and linear;
Commencing with the ‘Big Bang’, moving towards a ‘Big
Crunch’, when ‘there shall be no more time’, or a state of
total inertia !
Indian art and sculpture is influenced by the cyclic concept
of time unfolding a series of ages or ‘yugas’;
Where creation, destruction and recreation, becomes a
dynamic and an unending phenomena!
This has been artistically and symbolically expressed in the
figure of Shiva-Nataraja’s cosmic dance,
Which portrays the entire kinetic universe in a state of
eternal flux!
The hour-glass drum in Nataraja’s right hand symbolizes
all creation;
Fire in his left hand the cyclic time frame of destruction!
The raised third hand is in a gesture of infinite benediction;
And the fourth hand pointing to his upraised foot shows the
path of liberation!

It was easier to teach the vast untutored population through
symbols, images, and paintings in the form of Art;
For a picture is more effective than a thousand words!
The Dot or ‘bindu’ becomes the focus for meditation,
Where the mental energies are focused on a single point of
creation,
As seen in the cotemporary art works of SH Raza’s
artistic representations!
Yet the same dot when expanded as a circle becomes
wholeness and infinity;
The shape of celestial bodies of the cyclic universe in its
creativity!
The Lotus seen in many sculptures, on temple walls, and
majestic columns, denotes purity;
A symbol of non-attachment rising above the muddy waters,
retaining its pristine color and beauty!
The Lotus is a powerful and transformational symbol in
Buddhist Art,
Where pink lotus is for height of enlightenment, blue for
wisdom, white for spiritual perfection, and the red lotus
symbolizing the heart!
This Lotus symbol also finds a place in Mughal sculptural
carvings and miniatures;
The inverted lotus dome resting on its petals, forms the
crown of Taj Mahal’s white marble architecture!
The trident or ‘trishul’ symbolizes the three god-heads
Brahma, Vishnu and Shiva;
As the Creator, Preserver and Destroyer, in that cyclic
chain which goes on forever!
The ***** stone of Shiva-lingam surrounded by the oval
female yoni symbolizes fertility and creation,
Usually found in the inner sanctuary of Hindu temples!
Finally, the symbol of ‘OM’ and its vibrating sound,
Echoes the primordial vibrations with which space and
time abounds!
All matter comes from energy vibrations manifesting
cosmic creation;
Also symbolized in Einstein’s famous matter-energy equation!
The Conch Shell a gift of the sea when blown, sounds the
ancient primordial vibration of ‘OM’!
It’s hallowed auspicious sound accompanies marriage
ceremonies and rituals whenever occasion demands;
And pacifies mother earth during Shiva-Nataraja’s sudden
seismic dance! (earthquakes)
Dear readers the symbols mentioned here are very few,
Mainly to curb the length, while I pay Indian Art my
artistic due!

A BRIEF COMPARISON OF ART:
Despite the many foreign influences which entered India
through the Khyber and Bholan pass,
India displayed marvelous adaptability and resilience, in
the development of her indigenous Art!
The aesthetic objectivity of Western Art was replaced by
the Indian vision of spiritual subjectivity,
For the transitory world around was only a ‘Maya’ or an
Illusion,- lacking material reality!
Therefore life-like representation was not always the aim
of Indian art,
But to lift that veil and reveal the life of the spirit, - was
the objective from the very start!
Egyptian funerary art was more occupied with after-life
and death;
While the Greeks portrayed youthful vigor and idealized
beauty, celebrating the joys of life instead!
The proud Roman Emperors to outshine their predecessors
erected even bigger statues, monuments, and columns
draped in glory;
Only in the long run to drain the Roman treasury, - a sad
downfall story!
Indian art gradually evolved over centuries with elements
both religious and secular,
As seen from the period of King Chandragupta Maurya,
Who defeated the Greek Seleucus, to carve out the first
united Indian Empire ! (app. 322 BC)

SECULAR AND SPIRITUAL FUSION IN ART:
Ancient Indian ‘stupas’ and temples were not like churches
or synagogues purely spiritual and religious,
But were cultural centers depicting secular images which
were also non-religious!
The Buddhist ‘stupa’ at Amravati (1stcentury BC), and the
gateways at Sanchi (1stcentury AD), display wealth of carvings
from the life of Buddha;
Also warriors on horseback, royal procession, trader’s caravans,
farmers with produce, - all secular by far!
Indian temples from the 8th Century AD onwards depicted
images of musicians, dancers, acrobats and romantic couples,
along with a variety of Deities;
But after 10th Century ****** themes began to make their mark
with depiction of sensuality!
Sensuality and ****** interaction in temples of Khajuraho and
Konarak has been displayed without inhibition;
As Tantric ideas on compatibility of human sexuality with
human spirituality, fused into artistic depictions!
Religion got based on a healthy and egalitarian acceptance
of all activities without ****** starvation;
For the emotional health and well-being of society, without
hypocritical denial or inhibition!
(’Stupas’= originated from ancient burial mounds, later became devotional Buddhist sites with holy relics, & external decorative gateways and carvings!)

KHJURAHO TEMPLE COMPLEX (950 - 1040 AD) :
Was built by the Chandela Rajputs in Central India,
When Khajuraho, the land of the moon gods, was the first
capital city of the Chandelas!
****** art covers ten percent of the temple sculptures,
Where both Hindu and Jain temples were built in the north-Indian
Nagara style of Architecture.
Out of the 85 temples only 22 have stood the vagaries of time,
Where a perfect fusion of aesthetic elegance and evocative
Kama-Sutra like ****** sculptural brilliance, - dazzle the eyes!

KONARAK SUN TEMPLE OF ORISSA - EAST COAST:
From the Khajuraho temple of love, we now move to the
Konark temple of *** in stones - as art!
Built around 1250 AD in the form of a temple mounted on
a huge cosmic chariot for the Sun God;
With twelve pairs of stone-carved wheels pulled by seven
galloping horses, symbolizing the passage of time under
the Solar God !
Seven horses for each day of the week, pulls the chariot
east wards towards dawn;
With twelve pairs of wheels representing the twelve calendar
months, as each cyclic day ushers in a new morn !
The friezes above and below the chariot wheels show military
processions, with elephants and hunting scenes;
Celebrating the victory of King Narasimhadeva-I over the
invading Muslims!
The ****** art and voluptuous carvings symbolizes aesthetic
bliss when uniting with the divine;
Following yogic postures and breathing techniques, which
Tantric Art alone defines!
(Both Khjuraho & Konark temples were re-discovered by the
British, & are now World Heritage Sites!)

Artistic invention followed the model of cosmic creation;
Ancient Vedic tradition visualized the spirit of a joyous
self-offering with chants and incantations!
The world was understood to be a structured arrangement
of five elements of earth, water, fire, air, and ethereal space;
Where each element brought forth a distinct art-expression
with artistic grace!
Element of Sculpture was earth, Painting the fluidity of water,
Dance was transformative fire, Music flowed through the air,
and Poetry vibrated in ethereal space!

CONCLUDING INTRODUCTION TO INDIAN ART:

Indian Art is like a prism with many dazzling facets,
I have only introduced the subject with its symbolism,
- without covering its complete assets!
After my Part Three on ‘Etruscan and Roman Art’,
Christian and Byzantine Art was to follow;
But following request from my few poet friends I have
postponed it for the morrow!
Traditional Indian Art survives through its sculptures,
architecture, paintings and folk art, ever evolving with
the passing of time and age;
Influenced by Buddhist, Jain, Muslim, Mogul, and many
indigenous art forms, enriching India’s cultural heritage!
While the art of our modern times constitutes a separate
Contemporary phase !
The juxtaposition of certain concepts and forms might
have appeared a bit intriguing,
But the spiritual content and symbolism in art answers
our basic artistic seeking!
The other aspects of Indian Art I plan to cover at a later
date,
Hope you liked my Introduction, being posted after
almost forty days!
ALL COPY RIGHTS ARE WITH RAJ NANDY
E-Mail: rajnandy21@yahoo.
    FEW COMMENTS BY POETS ON 'POETFREAK.COM' :-
I have a vicarious pleasure going through your historical journey of Indian art! Thanks for sharing this here! 2 Mar 2013 by Ramesh T A | Reply
•
The prism of Indian Art is indeed has myriads of facets and is an awesome mixture of many influences some of which you list here so clearly - a very understandable presentation of symbolism too - -thank you for your fine effort Raj. 2 Mar 2013 by Fay Slimm | Reply
•
Oh what an interesting read with immense information capturing every single detail. You painted this piece of art with utmost care. Truly, it's works Raj…tfs 2 Mar 2013 by John Thomas Tharayil | Reply
•
First, I have to say, the part about the lotus symbolism reminds me – My name ‘NILOTPAL’ can be split into ‘NIL’ meaning BLUE and ‘UTPAL’ meaning LOTUS. So my name represents wisdom (although it contradicts ME.. LOL). A lot of things were mentioned in the veda and other ancient Indian texts that were way ahead of the time Like the idea of ‘velocity of light’ got considerable mention in the rig veda-Sahan bhasya, ‘Elliptical order of planets, ‘Black holes’ , although these are the scientific aspects. The emphasis on contradictory elements or even the idea of opposites in Indian art is interesting because India developed the mathematical concept of ‘Zero’ and ‘infinity’. Hard to believe Rajasthan was a fertile place but now it possesses its own beauty. It was great to read about the Natraja, ‘OM’ and the trident(Trishul). Among symbolisms, Lord Ganseha is my favorite because a lot is portrayed in that one image like the MOOSHIK representing

EFFECTS OF CHILD ABUSE ON PERFORMANCE OF PRIMARY SCHOOL IN KAPYEMIT WARD, TURBO CONSTITUENCY, UASIN-GISHU COUNTY.





BY
ERICK NYAKUNDI
KIS/03013/14




A RESEARCH PROJECTSUBMITED TO THE SCHOOL OF ARTS AND SOCIAL SCIENCES, DEPARTMENT OF SOCIOLOGY AND PSYCHOLOGY IN THE PARTIAL FULFILMENT FOR THE AWARD OF THE DEGREE OF BACHELOR OF SOCIOLOGY



MAY, 2014

DECLARATION

I, the undersigned, declare that this project is my original work and that it has not been presented in any other university or institution for academic credit.

Signature...............................................­..... Date...................................
ERICK NYAKUNDI
KIS/03013/14






SUPERVISOR
This project has been submitted for examination with my approval as university supervisor
DR. W. O. ABUYA
Signature..................................................­.. Date....................................




DEDICATION
I dedicate this work to my Dad, Mom, my sister Lydia and my lovely brother Dun who contributed in one way or another to make this project to be successful.


















ACKNOWLEDGEMENT
I would like to thank all individuals who contributed and sacrificed their time towards completion of this project.
To my supervisor, for the guidance and support in the development of this research project, His advice and criticism made this project what it is.
Thanks to colleagues and friends for their suggestions, advice and encouragement. To all of you may God bless you abundantly for your tireless effort.

TABLE OF CONTENTS
Contents Page
DECLARATION i
DEDICATION ii
ACKNOWLEDGEMENT iii
TABLE OF CONTENTS iv
LIST OF TABLES vii
LIST OF FIGURE viii
ABSTRACT ix
CHAPTER ONE 10
STUDY OVERVIEW AND STATEMENT OF THE PROBLEM 10
1.1 Background of the Study 10
1.2 Research Questions 13
1.3 Research Objectives 13
1.4 Justification of the Study 13
1.5 Significance of the Study 14
1.6 Scope of the Study 15
1.6.1Assumptions of the Study 16
CHAPTER TWO 17
LITERATURE REVIEW 17
2.1 Introduction 17
2.2 Common Forms of Child Abuse 17
2.2.1 Child ****** Abuse 17
2.2.2 Physiological or Emotional Abuse 17
2.2.3 Physical Abuse 18
2.2.4 Child Neglect or Abandonment 18
2.2.4.1 Physical Neglect 19
2.2.4.2 Educational Neglect 19
2.2.4.3 Medical Neglect 19
2.2.5 Child Fatalities 20
2.3 How Child Abuse Affects Academic Performance 20
2.3.1 Child Abuse and Academic Performance 20
2.3.2 Child Abuse and School Image 23
2.3.3 Child Abuse and Dropout Rate 25
2.4 Strategies that Schools can Employ to Curb Child Abuse 26
2.4.1 Role of Public Regulation 26
2.4.1.1 Nurturing and Attachment 27
2.4.1.2 Social Connections 27
2.5 Theoretical Framework 27
2.5.1 Learning Theory 28
2.5.1.1 Relationship with the Study 28
2.5.2 Family Dysfunction Theory 29
2.5.2.1 Relationship with the Study 29
CHAPTER THREE 30
RESEARCH DESIGN AND METHODOLOGY 30
3.0 Introduction 30
3.1 Site Description 30
3.2 Research Design 30
3.3.1 Target Population 30
3.3.2 Sample Size and Sampling Procedure 31
3.4 Description of Research Instruments 32
3.4.1 Research Instrument 32
3.4.1.1 Questionnaire 32
3.5 Data Collection Procedure 32
3.5.1 Validity and Reliability of Research Instruments 33
3.5.1.1 Reliability of Research Instruments 33
3.5.1.2 Validity 33
3.6 Data Analysis and Presentation 33
CHAPTER FOUR 35
DATA PRESENTATION AND ANALYSIS 35
4.0 Introduction 35
4.1 Background Information 35
4.1.1 Age of the Respondents 35
4.1.2 *** of the Respondents 35
4.1.3 Education Level of the Respondents 36
4.1.4 Marital Status 36
4.2 Specific Information 37
4.2.1 Effects of Child Abuse on Academic Performance 37
4.2.2 How Child Abuse Affects Dropout Rate of Students in School 38
4.2.3 Proposed Strategies that Schools can Employ to Curb Child Abuse 41
CHAPTER FIVE 43
SUMMARY, CONCLUSION AND RECOMMENDATIONS 43
5.0 Introduction 43
5.1 Summary of the findings 43
5.2 Discussion of the Findings 44
5.3 Conclusion 45
5.4 Recommendations 46
REFERENCES 47

LIST OF TABLES & FIGURES
Table 3.1 Target population 32
Table 3.1 Sample size 33
Table 4.1 Age of the Respondents 36
Table 4.2 *** of the Respondents 37
Table 4.3 Education Level of the Respondents 37
Table 4.4 Marital Status 38
Table 4.5 Effects of Child Abuse on Academic Performance 38
Table 4.6 How Child Abuse Affects Dropout Rate of Students in School 40
Figure 4.1 Views of the Pupils on Abuse 41
Table 4.7 Proposed Strategies that Schools can Employ to Curb Child Abuse 42





















ABSTRACT
Child abuse is the physical, ****** or emotional maltreatment or neglect of a child or children. The consequences of child maltreatment can be profound and may endure long after the abuse or neglect occurs. The purpose of the study was to investigate the effect of child abuse on school performance in Primary Schools in Kapyemit ward, Uasin-Gishu County. The objectives of the study were: To assess the impacts of child abuse on academic performance; to determine the effects of child abuse on schools image, to identify the impacts of child abuse on pupil drop out rate, to investigate the effects of child abuse on pupil transition rate. The study employed a survey study design. The study targeted 160 respondents which includes; 5 Head Teachers, 40 Teachers, 70 Pupils and 35 parents of which a sample size of 48 was obtained from using 30%. Purposive sampling technique was used in selecting the head teachers while simple random sampling technique will be used to select the teachers, Pupils and parents who formed the respondents of the study. Questionnaires and interview schedules were used as data collection instruments. Data was analyzed quantitatively and qualitatively and presented in form of tables, percentages and frequency. The study helped in the understanding of the effects of child abuse on the school performance, the realization of the roles parents and teachers play in the curbing of child abuse among pupils and raising awareness on the same.
 
CHAPTER ONE
STUDY OVERVIEW AND STATEMENT OF THE PROBLEM
1.1 Background of the Study
Child abuse is the physical, ****** or emotional maltreatment or neglect of a child or children. The consequences of child maltreatment can be profound and may endure long after the abuse or neglect occurs. The effects can appear in childhood, adolescence, or adulthood, and may affect various aspects of an individual's development (e.g., physical, cognitive, psychological, and behavioral). These effects range in consequence from minor physical injuries, low self-esteem, attention disorders, and poor peer relations to severe brain damage, extremely violent behavior, and death. In extreme cases, child abuse affects the performance of schools in the affected region (Daniel, 1978).
Performance refers to how students deal with their academic studies and how they cope with or accomplish different tasks given to them by their teachers. Performance is also the ability of a school to portray a good image which can influence the public (Decastro, 1978). There are several factors that influence the performance of a school at large, however, there is a critical factor that most researchers have avoided to discuss, and child abuse has been a crucial factor that has contributed to children’s dismal performance. Apart from children’s personal intelligence, child abuse is among then key factors contributing to poor performance of learners. Child abuse can lead to school dropping, emotional trauma or can even be fatal, hence destructing or even terminating the educational ambitions of a child. (Harris, 2005)
Worldwide, according to World Health Organization (WHO, 2000) approximately 40 million children are subjected to child abuse each year. According to Human Rights Watch (2001) about 30% of all severely disabled children relegated to special homes in the Ukraine died before they reached 18 years of age. UNICEF estimates that two million children died as a result of armed conflict during a recent 10-year period and that another six million were injured or disabled. In Canada, the U.S. and Mexico, over 6.5 million children annually are exposed to unwanted ****** materials over the internet; over 1.7 million of these report distress over exposure to these materials. In the United States, the Centers for Disease Control and Prevention (CDC) and the Department for Children and Families (DCF) define child maltreatment as any act or series of acts of commission or omission by a parent or other caregiver that results in harm, potential for harm, or threat of harm to a child. Child abuse can occur in a child's home, or in the organizations, schools or communities the child interacts with. Each year, approximately one million children around the world are introduced into commercial ****** exploitation despite this problem; these developed countries have put measures to curb the vice. Rehabilitation schools have been formed and introduction of counseling centers as well. Despite the prevalence of child abuse in this developed nations they narrowly affect the academic performance since there are organizations put in place to curb the situation e.g. child associations, guidance and counseling institutions, and school based counseling programs (Giles, 2001)
Concern for victims of child abuse in Africa expressed by the African network of the International Society for The Prevention of Child Abuse and Neglect (ISPCAN) which gave five main presentations of child abuse: child labor, street wandering, ****** abuse, child battering and abandonment (Elma, 1977). Child labor according to the international labor organization (ILO), about 10 million children less than 15years in Africa are in formal employment, working long hours with poor pay and are exposed to substantial health hazards. Wandering of children refers to children, usually unkempt and with delinquent propensities, living rough in town. The reasons for children taking to the street remain poorly understood particularly in relation to factors in the child rather than parental hostility and economic (Dubowitz, 2002)
****** abuse is another. For example, arranged under-age marriages are common in some parts of the continent and doubt was often expressed as to whether a young girl fully gave consent to being betrothed (Galdsone, 1965). Prevalence rates in Africa are very difficult to ascertain because of the fear of disclosure by victims and lack of proper documentation. Most of the girls by reasons of shame fear or surprisingly respect for their usually older perpetrators. Physical battering is also eminent. Physical abuse of children is widely claimed to berate in the third world; however, there are anecdotes from east Africa skeletal frame or localized body areas of all first attendees aged 0-12 years at this hospital during the four-year period 1 January 1987 to 31 December 1990 (Garbarino, 1975). Sixty-nine of these reports reveals evidence of multiple bone fractures wither without evidence of rib or skull fracture. Abandonment of children to roam around the streets in what we call street children is also eminent in Africa, though valid and adequate information on abandonment are difficult to obtain due mainly to failure of offending parents to show up out of guilt, shame, judicial repercussions or a combination of these. However, some euro-American missionaries identified inter alia breech birth. (Erickson, 2003)
Child protection measures in Kenya are currently not implemented effectively and fully (Galdstone, 1965). Compliance with such legislation would increase if the magnitude of the problem and better knowledge about the factors that put children at risk was available. Additionally, involving stakeholders, especially agencies charged with protection, as well as involving affected children, will highlight the issues and thereby promote adherence to protection policies. Kenyan children, child activists and children organizations are pinning their hopes on the implementation of the Children’s Act to improve the lot of the nation’s youth. The Act, which came into effect on 1 March 2002, puts in place full safeguards for the rights of the child. Its passage was a giant stride in harmonizing the national laws with international agreements which Kenya has signed such as the UN Conventions on the Rights of the Child (CRC, 2002)
There is hope that the new legislation will dramatically change the inattention, neglect and abuse towards child rights. The Act outlaws any form discrimination of children, and forbids Female Genital Mutilation (FGM), child prostitution, and child labor, among other forms of abuse. The Children’s Act has immensely improved the lives of many Kenyan children plagued with high illiteracy levels, frequent **** cases and child labor since it guarantees children the right to health and medical care, provision of which is the responsibility of the parents, the extended family and the government (Erickson, 2005).
Cases of child abuse in Uasin-Gishu region have been so eminent in the recent years ((Kenya Media Report, 2004). In the year 2010 and the year 2011, there was a program started to rehabilitate this behavior. This problem is clearly evident when you first arrive in Eldoret town, it is among the towns in the country with the highest number of abandoned children who keep on moving from one Centre to another seeking help from passersby. Parents have developed behaviors of abandoning their children and deliberately sending them to the town so that they can benefit from their borrowing. So to say this has led to child labor in this region. High profile cases of school dropouts have been recorded regarding the environs of this region. Young school children from different locations in Eldoret converge in town to persuade people to offer them financial assistance. Some attend school in numbered days and decide to spend some good number of days out of school.
The communities and societies around tend to assume this situation and term it as norm. A few who might seem concerned lack cooperation from the rest. This has adversely affected the performance of most of schools, hence leading to poor living standards of the people and a poisoned future of a young citizen. The problem has affected learners in regions like many areas in Uasin-Gishu County. It has really affected child development and affected their attendance and performance in school. Little intervention measures has been taken to advocate the holistic development of the children. It was to this reason that the researcher conducted the research in the named above region
1.2 Research Questions
The study was guided by the following questions;
1) What is the effect of child abuse on the academic performance of students in Kapyemit Ward?  
2) What are some of the proposed strategies that schools can employ to curb child abuse?
1.3 Research Objectives
The study was guided by the following research objectives;
1) To identify the effect of child abuse on the academic performance of students in Kapyemit Ward.
2) To identify proposed strategies that can be employed to help curb child abuse.
1.4 Justification of the Study
It is becoming increasingly difficult to separate child abuse prevention into separate categories. For instance, strategies on the societal level include increasing the “value” of children, increasing the economic self-sufficiency of families, discouraging corporal punishment and other forms of violence, making health care more accessible and affordable, expanding and improving coordination of social services, improving the identification and treatment of psychological problems and alcohol and drug abuse, providing more affordable child care and preventing the birth of unwanted children.
Very little analysis has been done to estimate the total cost of preventing child abuse and neglect or the long-term social costs of not preventing it. There is now a move to situate child abuse and neglect within the continuum of intervention which addresses multiple aspects of family behaviors. The efficacy of tackling portions of the problem of child abuse apart from broader societal needs is not known. And, perhaps prevention can only come in tandem with efforts to reduce poverty, improve health care and make children’s issues a national priority. However, despite these constraints, evaluations of prevention programs can be improved by coming to terms with definitions of key varia