The Problem Of College Education - 899 Words

Everyone has been socialized to value education since a very young age even if the reasons behind this value are different to those of other people’s. The first couple of years for college students have got to be the hardest because of such drastic changes taking place. There are so many decisions that must be made and that will most likely define who one is for the rest of his or her life. However, there are also new, fun, and exciting experiences awaiting. Beyond getting a piece of paper printed with the word degree on it, getting an excellent education, not just a degree should be the primary focus while in college. It is startling to realize how much of a problem college education has become to some individuals. The typical reason a student finishes high school is because they are told since they begin school that they must get good grades to get into college. What happens when they do get in though, what is the next step? For some it might be getting a good paying job or career but that should not be the only reason for attending college. However, not much is being learned these days, and students are just not motivated (Roksa and Arum 35). It is difficult to measure exactly how much growth is involved cognitively and intellectually (Renn and Reason 202). Nonetheless it is known that the average undergraduate only increases a 7 percentile in critical thinking, analytical reasoning, and writing skills during the first two years in college (Roksa and Arum 35). The lackShow MoreRelatedThe Problem Of College And Higher Education1630 Words   |  7 PagesKyle Laffin is seen as a typical mid 20’s American. He attended college to pursue a degree in accounting and financial freedom, but this came at a cost which he didn’t imagine. He took out a loan with his dad as a co-signer of a little over $100,000. Even though he got an accounting job directly out of college, he is now stuck paying back a monthly loan payment of $1,200 when he only make s $40,000 a year. This has forced his father to make payment since he cosigned the loan. His father began workingRead MoreProblems and Prospect Business Education in Nigeria Colleges of Education5490 Words   |  22 Pages   Semantic Modeling in Accounting Education, Practice, and Research: Some Progress and Impediments   Ã‚  Ã‚   by    William E. McCarthy, Arthur Andersen Alumni Professor Department of Accounting, Michigan State University                ____________________________________________________________ _ Published in: Conceptual Modeling: Current Issues and Future Directions, Editors: P. P. Chen, J. Akoka, H Kangassalo, and B. Thalheim. Springer Verlag, Berlin and Heidelberg, 1999, pp. 144-53. All of the judgmentsRead MoreCollege LGBT Students Discrimination in Employment, Education and Community: Problems and Possible Solutions2588 Words   |  11 Pagesï » ¿College LGBT Students Discrimination in Employment, Education and Community: Problems and Possible Solutions Alcantara, Ma. Romelie Azucena, Claire The Seventh Secretary-General of the United Nations Kofi Annan (2006) once said that â€Å"Gender equality is more than a goal in itself. It is a precondition for meeting the challenge of reducing poverty, promoting sustainable development and building good governance.† However, despite this and all of the actions done by the LGBT (Lesbian, Gay, BisexualRead MoreShould College Be Free? Essay1520 Words   |  7 PagesShould college be free? A current universal problem poses this question. In today’s world, full of public education standards that hold students maybe too high and in a generation bogged down by student debt, this issue qualifies as a problem more than many are maybe even willing to admit. While the prospect of free college proposes excellent ideals such as a stronger and smarter generation, no student loan problems, and a higher educated society, the truth may actually lie in the reality thatRead MoreWhat are the Problems of Rising Cost in College Tuiti on?1323 Words   |  6 PagesWhat are the Problems of Rising Cost in College Tuition? College fee is the main factor that depends on which institution of higher learning that a student is likely to join unless awarded a scholarship. It directly depends on one’s financial capability. The poor afford the cheap and less desirable intuitions that they can be able to afford while the rich can get access to high class type of education. Policies exist that govern the ability of institutions increasing their fees and at the sameRead MoreHigh Education And The United States Lie Much Deeper Than Sat And Act Tests1592 Words   |  7 PagesHigher Education is an important component in the life of most Americans. Students are encouraged to attend a college or university from a young age. Does everyone have the same opportunity to be admitted? The simple answer to that question is no due to the bias in SAT and ACT testing, as well the fact that these tests are geared toward Caucasian and elite students. The problems with college admissions in the United States lie much de eper than SAT and ACT tests. The entire college admissions needsRead MoreProblems Within Education Today s Education Essay1728 Words   |  7 PagesProblems Within Education Today For my extra credit assignment I would like to research, and write about the problems in education today. According to chapter eight in the book, worldwide one in five adults can not read or write, two thirds of them being women. The problems we are facing in education can be linked to other social problems such as poverty or unemployment, seeing that those who graduate college make up twenty percent of the unemployment rate, compared to the forty percent of the unemploymentRead MoreThe Social Contract Between Teachers and Students: Problems with Education1699 Words   |  7 Pagesat educational institutions do to accommodate the needs of students and address the problem with college students not comprehending basic vocabulary, and the impact this has on their performance in school. In order to address this education gap a few things need to be called to action and or either accomplished: attrition rate of teachers, parents of students need to become more involved in their childrenà ¢â‚¬â„¢s education, the lack of reading comprehension with students needs to be addressed and solvedRead MoreEducation Is The Most Powerful Weapon1373 Words   |  6 Pagesâ€Å"Education is the most powerful weapon we can use to change the world† (Nelson Mandela). United States. has a powerful educational arsenal, its community colleges. For the reason being, community college should be free for students of less fortunate and other students who cannot afford college after high school. If the government proposed free community college to the students, each and everyone will have the chance to get an education as well the opportunity to have a better future. Free communityRead MoreAn Education Is More Important993 Words   |  4 PagesAn Education is More Important In the world, there are over a thousand professional athletes. There are only a handful of these player that have a four year college education. The National Football League (NFL); they draft two hundred and fifty-six college athletes. Hickman stated that five out of ten NFL players have a college degree. This is one of the higher percentage for professional athletes having a college degree. To declare for the NFL a player must complete two years of college football

Essay on Nursing Process and Clinical Decision Making

Nursing Process and Clinical Decision-Making The nursing professional faces a myriad of decisions on a daily basis. The effectiveness of the decision-making process is crucial to ensuring positive outcomes in the clinical setting. If the nursing process is misunderstood or misapplied to the decision-making process by a failure to use critical thinking skills, the results can be catastrophic to the anticipated outcomes. Furthermore, an immaturity in critical thinking may influence decisions because of insufficient knowledge and experience. This paper will explore the role of critical thinking and the nursing process in making clinical decisions. Additionally, clinical maturity will be addressed as a key component of critical thinking†¦show more content†¦Finally, the intervention must be evaluated for effectiveness. If the intervention fails to achieve the desired outcome, then the process returns to the fourth step and the selection process for the next intervention is initiated. (Kozier, Erb, Berman, Burke, 200 0, p.261) Closely linked to this decision-making model is the ubiquitous nursing process. The nursing process includes data collection and documentation, analysis of the data to determine current condition and real or potential health related issues, development of an individualized plan of care to deal with these issues, implementation of that plan of care, and evaluation of the plan of care to determine its effectiveness and adjust the plan as needed. (Blais, Hayes, Kozier, Erb, 2006) Underlying both the clinical decision-making process and the nursing process is the skill of critical thinking. Critical thinking has been described as the ability to gather and process data in such a way as to arrive at the best conclusion using the filters of prior knowledge, experience and external resources to overcome personal emotions, biases, and assumptions. (This description was developed during NUR/300 class, University of Phoenix, S. Colorado, March 16, 2006) Note that critical thinking is described as aShow MoreRelatedThe Development Of Decision Making1238 Words   |  5 PagesThe Development of Decision-Making in Nursing Nursing is a profession that has traditionally attracted individuals who have a desire to help others and have an interest in the health sciences (Ruesink, 2012). In the complex world of health care, good intentions only go so far in terms of client safety, quality of care, and achieving the best possible outcomes, and that is why critical thinking, decision making, and evidence based practice are crucial to the nursing profession when acting on theRead MoreCritical Thinking And Clinical Reasoning1163 Words   |  5 PagesCritical Thinking and Clinical Reasoning Critical thinking and clinical reasoning are terms often used interchangeably throughout the history of nursing. However, they are not the same, and distinguishing the difference amongst them is important. The purpose of this paper is to define critical thinking and clinical reasoning, discuss each concepts similarities and differences, as well as share this author’s perspective on how critical thinking and clinical reasoning have developed and evolved throughoutRead MoreIdentify the stages of the Nursing Process and the skills essential to the Nursing Process1672 Words   |  7 PagesThe nursing process is a five stage systematic framework, and based on the problem solving approach; it forms the foundation for nursing practice to facilitate focussed, individualised care planning for patients (Yildirim and Ozkahraman 2011). This assignment will serve to identify the five stages of the nursing process: Assessment, Nursing Diagnosis, Planning, Implementation and Evaluation. 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Pravikoff and colleagues surveyed 3000 nurses in United States with a 37% response rate .Fifty-eight percent of responding nurses had never used research toRead MoreLeadership : A Nurse Manager Of The Telemetry Floor At The Hospital1413 Words   |  6 PagesIntroduction Leadership is an important part of almost all profession. It is no surprise that the role of nursing profession evolving, with that evolution, leadership is becoming more and more important. Leadership establishes an environment that foster personal and professional growth. Nursing is a profession that put huge emphasis on leadership skills. Leadership is such an essential part of our health care system, which can greatly impact the quality, accessibility and affordability of healthRead MoreIntegration of Evidenced Based Practice in Professional Nursing1250 Words   |  5 PagesIntegration of Evidence-Based Practice into Professional Nursing Practice Sandra Sparks Chamberlain College of Nursing NR 351: Transitions to Professional Nursing Fall 2010 Introduction During the 1980’s, the term â€Å"evidence-based† medicine surfaced to describe the approach that used scientific evidence to determine the best practice. Evidence-based practice is a process that entails reviewing and instilling the most reliableRead MoreThe Electronic Health Record And Clinical Decision Support824 Words   |  4 Pages Evaluation Project: Part 1 The scenario selected for this evaluation project focuses on the electronic health record. The scenario involves patient documentation, clinical decision support, and performing nursing notes. 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Management Of Change In Public Organization - MyAssignmenthelp.com

Question: Discuss about the Management Of Change In Public Organization. Answer: Introduction: The education system in Maldives is very much influenced by the traditional system of schooling. The traditional schools in Maldives were called as edhuruge, madhrasa or makhtab (Allais, 2010). These were the schools that were privately owned by the private owners and were financed by them only. Edhuruge were the schools where the children were gathered in houses and the aim of these schools were to teach Quran, make the children learn about the Dhivehi which is the vernacular language of Maldives. Edhuruge were the schools that were very much formal in nature and have similar curriculum all over. Madhrasa were the schools that have wide range of curriculum and have many objectives in terms of education unlike edhuruge. As far as the present schooling is considered, it has been analysed that it is the amalgamation of western style of schooling and traditional schooling style (Allais, 2014). Understanding the nature of the new framework and identifying the changes that has been made c an help in examining the challenges that has been faced by the stakeholders in order to implement the changes. Basics of new curriculum framework in Maldives: After the merger of western schooling style in the education system of Maldives, it has been analysed that it is experiencing a great change from the last decade and the change is continues in nature. The reform or change in education system in order to develop the education quality in Maldives has started in the year of 2007 (Ali, 2006). A reform committee was formed at that time that was responsible for approval and implementation of the changes that are being recognized or identified to improve the education system of Maldives. After so many consultations, various drafts for National curriculum framework have been formed. In the year 2011, the first draft for national curriculum framework has been developed. As per the changes made in the curriculum, it has been analysed that it was the outcome based curriculum that believes in developing skills, values, and attitude. As per the new national curriculum framework, the student life is divided into 4 phases (Pugh, 2016). As far as the latest version of National Curriculum Framework is considered, it has been analysed that it was launched in the year of 2015. The major aim of this national curriculum framework was to promote the holistic approach in the field of education. This requires emphasizing on the elements like knowledge, skills, values and attitude (Wilson, Grizzle, Tuazon, Akyempong Cheung, 2014). In order to develop the same, it is required to place a great foundation of skills and knowledge in the early years of the education for the children. This is because if the foundation of education amongst the children is strong then it would help them to develop better understanding of the subjects in their future. As far as the phases of student life are concerned, the range of curriculum become narrow as the phases pass and the students have to concentrate on the concepts of the particular subjects. The wider knowledge framework in the early education helps them to understand the basic concept of every subject. In addition to understanding of skills and knowledge, it is required to develop attitude and shared values as well. Mechanism of curriculum development in Maldives: The National Curriculum Framework of Maldives is grounded on some of the fundamental principles of Islamic framework. These principles can be derived after following a process of consultation regarding the national and regional development of the nation and the society in Maldives. There are several institutions that are involved in framing the national curriculum for the education in the nation (Amadio, 2013). Those are MOE and National education council. These councils provide some of the objectives of the education system in Maldives. Educational development centre is another institute that has to play their role in converting these national development objectives into the objectives of designing the education system. As and when these objectives and the policies made, the same are passed by the Minister of education, EDC starts its work by drawing the national framework for the subjects, text books, guides for the teachers and other resources. Curriculum change in Maldives: The change from a National Minimum Curriculum to a National Curriculum Framework (NCF) aims to enhance the flexibility of the curriculum so that it can results in better teaching process that can better meets the needs of the individuals. This will certainly create new encounters on teaching grades; challenges that can only be faced if the investment in the sectors such as infrastructure, support and human resource is done (Bray Adam, 2001). Necessary tools and services are required in order to implement the NCF very effectively. These include the additional policy documents which will be produced by the Ministry of Education and Employment to support implementation. The NCF considers education as an unceasing ride that has initiated with early education and includes three cycles of schooling that results in development of higher education. It is a curriculum which aims to serve for the three educational service providers: state, church and independent schools whilst acknowledging v ariation in the educational provision caused by the independence of each sector and the ethos of each school (Hoque, Samad, Siraj Ziyadh, 2012). The MUT recognizes the need for seamless transitions in the three cycles of education, changes from one school to another, and shifts to higher education. This will require added consistency which shall only be attained through standardisation of the learning outcomes, the educational entitlement of each learning area and the benchmarking exams held during the three educational cycles. The list of objectives of NCF includes the progress of long term aswell as short and medium term goals along with the aim of achieving high rate of educational system. The inclusion of specific goals provides the necessary vision which must be communicated effectively to be shared by all stakeholders (Mohamed, 2013). The policy which will be employed to meet these ends needs to take into consideration the fact that education must drive the information and sh ould not only be based on the statistics and figures. The ultimate aim of education is to lead an individual to reach his/her full potential to be educated and skilled. Efforts in implementing the change: As discussed that National Curriculum Framework has undergone many changes, thus it is required to develop a strategy in order to implement the same. The implementation of National Curriculum Framework not only requires the efforts of the institution but also require pedagogical reform. This is because all the traditional ways of schooling has been replaced by the education system that is more focused on students and are based on outcomes. The approach of learning has also been changed as the culture of the teachers, parents and other stakeholders have developed a mutated value system from the traditional times (Latheef, Gupta Gupta, 2007). One of the major variations that the NCF incites is that teachers should favour the classes made up of individuals. The execution of the NCF constitutes a national change programme that will have multiple points, competing burdens, many stakeholders, inherent strains, competition for resources, concurrent activity and sub-initiatives, etc. the im plementation program is being phased and divided into various sections but still linked with many risks. There are many challenges that are faced by the policy makers as well and the other stakeholders. Some of the challenges are related to the support from the government, maintenance of the support, financing, and shifting of the policies etc. not only the government but the implementation of the New Curriculum Framework require the support from other stakeholders in order to teach the student as well as to train the teachers at the same time. The teachers require developing their understanding about the new concept and elements of syllabus that has been designed for the students. At this time, leadership is the most important factors at the governmental and administrative level. Strong leadership can lead to better implementation of change. Capacity building within the Directorates, Colleges and Schools to secure ownership, championing and stewardship for the NCF implementation pr ogramme is a key to success (Shareef, 2010). To manage the change and implement the new system, it is required follow the following approach: To develop strategic attention and path To prioritize the actions and the strategies to be implemented To allocate the resources and frame the budget for implementation of change Identifying and resolving the obstacles Effective communication between all the stakeholders Following is the initiatives that have been made to bring the change and implement the change in the education system: Communication: This is first and the foremost requirement to implement the change. Communicating the new National curriculum framework to all the stakeholders including teachers, leaders, student and parents is very important. This helps all the stakeholders to know about the changes that have been made and also prepare them to accept those changes (Manik, Qasim Shareef, 2014). Documentation: a document has been prepared that involves the explanation of the key responsibilities of all the practitioner that are involved in the process of making the change and implementing the new National Framework curriculum in the nation. Along with the roles, it is required to document all those policies that are associated with the implementation process. Implementation of the board that has to fulfil all the following responsibilities: To develop strategic attention and path To prioritize the actions and the strategies to be implemented To allocate the resources and frame the budget for implementation of change Identifying and resolving the obstacles Effective communication between all the stakeholders Setting up a working group and different other boards that helps in reviewing the implications of the change in the education system and extend that change in the higher education system in Maldives. Setting up of different other boards is required to manage the change implementation process and take the corrective actions at the time of requirement (Shea, Jacobs, Esserman, Bruce Weiner, 2014). After implementation, it is required that the process needs to be monitored and for this purpose and a panel been established. Trainings: it is also one of the most important strategies to implement the new national curriculum framework. It has been analysed that it is required to train the leader and the teacher is the educational institution at the time of any of the change is implemented in the curriculum or any of the related policy (Bennie Newstead, 1999). This is because teachers and the leaders are the one who needs to manage such change in real and implement the same. Training the teachers as per the curriculum requirement is necessary so that they can teach the student fairly and with efficiency. Development of ethical framework: Ethics are the very important element that is linked with the education system. It has been analysed that framing the ethical framework is required in order to implement the new national curriculum framework in the nation. Developing the ethical framework provide the guidelines in terms of ethics to the institution so that they can implement the changes without practicing anything unethical and remain bounded in the ethical boundaries. Participation in international studies: This is also one of the most important frameworks to be developed. Participating in the international studies conferences helps to know abo the new and updated patterns of study and education which can be implemented in the education system of Maldives to be make it better and efficient. Challenges in implementing the change: When any of the change needs to be implemented, it is required to design the strategies in order to bring the change. This is because change brings obstacles and challenges that need to be overcome in order to make the change efficient. Various stakeholders have different perspective regarding the reform of change that has established in the National Curriculum Framework in Maldives. There are resistance to change as well and different stakeholders face different challenges at the time of making the changes (Orrill Anthony, 2003). Following is the discussion that helps in understanding the perspective of the different stakeholders and the challenges that are developed in order to implement the National curriculum framework: Curriculum developers: Curriculum developers are the stakeholders of this process who develops the curriculum after analysing the various consultations. Every subject area is under some of the curriculum developers. curriculum developers has to design the syllabus of the subject and take decision over the content, text, diagrams that needs to be included the text books along with the learning guide for the teachers that helps the teaches to teach the students. At the time of developing the curriculum and conducting the relevant activities, the curriculum developers have to face many challenges that re: At curriculum designing level: The first challenge that has been faced by the curriculum developers is of training, some of the curriculum developers lack the training that is required to design the curriculum for the students. In addition it, when the curriculum needs to be designed, it is required to read research many journals and books. Lack of these resources also acts as the challenge for those curriculum developers to design the overall curriculum efficiently. Internet played a significant role in research activities and lack of internet has also become a great challenge in order to develop the curriculum by the curriculum developers (Mohamed Ahmed, 2000). If they do not have the proper internet connections then it would be very difficult to research the materials. Internet helps the curriculum developers to update their recent knowledge which may not be there if they cannot be able to access the internet. At implementation level: This is the most crucial part of making the change. At this time of implementing the National curriculum framework, teachers play a very critical role in providing the feedbacks about the implementation. This also acts as the challenge. This is because the curriculum developers have to depend on the feedback of the teachers and if the feedback is not genuine then it affects the efficiency of the curriculum developed by the curriculum developers. Lack of regular communication and interaction between the teachers and the curriculum developers may also affect the whole process in negative way (Badugela, 2012). It is required to align the school and educational institutions activities with the objectives of the curriculum and if they are not aligned then it becomes a challenge for the curriculum developers to implement the curriculum in the education system. Management challenge: Management is very important to bring the change. The leader at the educational institute should know how to bring the change effectively. It has been analyse that National Curriculum framework focuses too much on the outcomes an ignored the content issues. This left teachers helpless and they do not have the effective content to teach. Thus the teachers have to make their own content and prepare themselves to make the student learn about the various topics. At this level, resistance to change has triggered because of various factors (Kuipers, Higgs, Kickert, Tummers, Grandia Van der Voet, 2014). Individual attitude and values can be the most important and crucial resistance to change. If this concept is considered as the organisational change then it has been analysed that group level resistance may also exist. Management can change needs to be done by the teachers, leaders and other staff members of the school and if they lack the leadership qualities then it acts as the great cha llenges for the change to be implemented effectively. Lack of teachers knowledge and training: As far as the teachers are considered, it has been analysed that the knowledge of the teachers also act at the major challenge in order to implement the change. It has been analysed that the teachers in Maldives have very ,low content knowledge regarding the subjects such as mathematics, science etc. This acts as the main challenge because the teachers restricted to accept the new National curriculum framework which is without any content. As far as the training part is considered, it has been analysed that inappropriate training session and lack of effective training results in inefficient teachers knowledge (OER Commons., 2018). If the teachers do not have the knowledge and if they are not trained how can they accept the changes and forward it to the students. The education authorities have not delivered better training to the teachers that are required to be conducted for successful and efficient implementation of the change and new National Curriculum Framework. Providing the tra ining to all the teachers regarding the implementation of National curriculum framework is not the only challenge but relevancy of curriculum and practices of teaching is also a big challenge. Provision of training is not the only solution but it is required to deliver the training effectively so that it can have any impact on the teachers and the training should made the teachers flexible enough to accept the changes made. any change may reduce the motivation level of the teachers towards their field because at the time of making other learn, they themselves have to make efforts in learning the things and unlearning the things that they have till now (Hayes, 2014). Pedagogical change as the challenge: Another most important component of new national curriculum framework is innovative pedagogical practices. These practices require extra knowledge and deep approaches along with knowledge and deep understanding of the applications such as simulations and games. These changes have been made in order to make the students understand the actual and real life problems (Rasheed., 2018). This helps the student to know about these issues and problem and understand the approaches to resolve the real life problems. Hence, it is, the teachers have to play pedagogical role of teacher and have to support these practices. As far as the present teachers are considered, it has been analyse that they are certification level and are not trained for conducting these types of practices. Inadequate leadership: Leadership plays a very important role in bringing the change in the educational institutions. The implementation of National Curriculum Framework also requires efficient leadership skills in order to bring better and efficient change. Generally, principle of the schools acts as the leader of the schools in order to take administrative academic decisions. It has been analysed that efficient leadership skills of the principle allow him to allocate the tasks properly to each and every members of the school who are the participant for the change process. If the leaders are not effective and knowledgeable then it becomes difficult for them to implement the change in the school. The instructional leadership of the principal directly affect the students achievement in negative or positive way. This suggests that the instructional leadership of principle has the purpose to support efficient learning and teaching. Lack of monitoring and support: It has been analysed that when the change is being implemented in the schools, it is required to have proper monitoring and support. It has been identified from the analysis of the Maldives schools that monitoring and support was not there from the supportive bodies. The supportive bodies such as government has not provided proper support to the educational institutes to implement the change. Infrastructure is also one of the most important factors that have acted as the challenge for the schools to bring the curriculum change. Infrastructure in terms of provision of school relevant materials and tools were not properly available and this leads to inefficient change. Nature of curriculum document: Concern has also been shown for the document that has been prepared regarding the curriculum development framework. It has been analysed that the framework or the documents have not been shared with the teachers properly. Communication in this case has become the challenge. Most of the teachers have not received the newly developed framework and this created a very severe problem of ineffective change and unstandardized educational culture in the schools. This is because some of them have accepted the change while some of have not yet implemented the same. It is the topic of great concern. The national curriculum development or framework has been formed in order to bring standardization in the educational system all over but due to ineffective communication, it has resulted in a negative way. As far as the other aspect if the problem is considered, it has been analyse that the document that has been prepared was less in content a thus resulted in a new issue for the teachers to under stand the same. As discussed that most of the teachers who were there in the schools and educational institution are at certified level and thus their level of understanding is not that much. The new National Curriculum framework is difficult to be understood by them and thus it becomes a problem and a challenge for accepting such changes. Challenges of resistance: When the change is implemented, it has been resisted by many stakeholders. The reform of National Curriculum framework was the biggest challenge that has been faced by the teachers. This is because they have to develop some of the skills such as pedagogies, learning, content etc. along with new process of teaching and learning. It has been analysed that the roles and responsibilities of the teacher is bringing the change in the education system and implementation of the system is comparatively very high than the other participants (Orrill Anthony, 2003). This is berceuse successful implementation of the change hinge on the factors that are related to the teaching quality, teaching policies and strategies, willingness of teacher too tech and learn, knowledge of the subjects, skills of teaching, attitude of the teachers towards the change, professional skills of the teacher etc. thus, it is very crucial to analyse and monitor the roles and responsibilities of the teachers at the time of implementing the new education system. It has been analysed that the perception of teachers towards the new and reformed curriculum was really different and contradictory in nature. Some of them have given positive reaction while some of them were so much negative regarding the reforms made. It can be perceived that there are driving and restraining forces influencing the teachers to undertake their roles and responsibilities to implement the new national curriculum (Manik, Qasim Shareef, 2014). This requires recognizing the factors that drives the positive and negative attitude of the teachers towards this reform. In appropriate training structure designed for providing trainings to the teachers to implement National curriculum Framework is the most important and crucial challenge that has been raised by the teachers. As discussed about the stages of the education phase for the student, the teachers for stage 1 suggest that they do not have proper knowledge and information abou t the curriculum change. This left the in the dilemma that whether they are using the correct curriculum or not. Most of the teachers how have the knowledge about the changed curriculum has many queries regarding the same but there is no portal for them to share their issues and problems. It has been identified that even the leaders of the teacher council do not have the idea to resolve the queries (Kiggundu Nayimuli, 2009). Unresolved queries are the biggest problem that has been faced by the teachers. This results in teachers continuing the application process being unsure and uncertain about several mechanisms of the curriculum. Thus, there is a probability that this might leads to resistance amongst the teachers regarding the change as they are still not totally aware to the NCF. Teachers repel when they are obligated to accept new methods of doing things or when they are mandatory to change the practices they have been undertaking. Moreover, teachers may neglect the changes ma de if they are not satisfied with the same. Therefore, in order to bring the necessary changes, it is required to serve those teachers by satisfying their individual and organisational needs. This motivates them to accept the changes made (Lunenburg, 2010). Most of the teachers who have participated in training sessions that was held earlier to the implementation of the new National Curriculum Framework suggested that they were not at all happy and satisfied with the workshop of 7 days. Even though the training that has been provided to the teachers was conducted by the leading teachers who are the ambassadors of the reformed curriculum, it was not found to be so beneficial. This is the reason why it is required to identify the factors that has affected the teachers and restricted them to adopt the new curriculum framework. In the end, it has been concluded from the overall scenario that there were various obstacles that has been faced by the teachers in order to implement the new curriculum framework Hence it is necessary to examine that the teachers of stage 1 are performing their roles and duties as per the guidelines of the new curriculum framework or not along with the identification of the factors that are affecting the implementation of NCF in the education system. Recommendations: It is required to overcome the challenges that have been faced by the different stakeholders at the time of implementing the reformed National curriculum framework. Thus, there are several strategies recommended for those stakeholders and the implementers in order to implement the changes effectively. Better communication: it is required to communicate the changes that have been made in the reforms properly. It has been analysed that communication is the most effective tool in implementing the changes. It is required to communicate them and interact with all the stakeholders and ensure that the correct information has been provided to them. Better communication helps in communicating the correct data n information and thus the implementation can be done effectively (Duch, 2005). Standardization can also be maintained only when the uniform information is being communicated to every stakeholder. Trainings: as per the discussion in the report, it has been analysed that there are many issues and challenged that are faced by teachers because of the lack of training. This is the only reason that the teachers become the resistance for the change that needs to be implemented. Provision of trainings to the teachers helps in making them understand the change properly so that they can implement the same effectively (Manik, Qasim Shareef, 2014). This is because they are most important stakeholder that participates in the change process and bring the change effectively. Giving different types of trainings to the teachers help them to have clear idea about the change that has been made in the curriculum and it is also required to train them regarding the new teaching skills that may be required by them to teach the new curriculum to the students. Better documentation: one of the challenges that have been discussed above is the challenge of documentation. It is required to document all the relevant things along with the content that might be required by the teachers at the time of teaching. If the teachers do not have the content, then it is impossible for them to teach the students. It has been analysed that most of the teachers are from certified level and the changes that has been made are of very high standards that are difficult to be grasped by those teachers. Thus spending on the skills labour and workforce is another strategy to overcome these challenges that have been discussed above. Conclusion: This report concludes that the new National Curriculum framework has been made as per the merger of the traditional and western style of schooling. Thus, the changes that has been made in the curriculum needs to be implemented and it is a very difficult task to be conducted. A reform committee was formed at that time that was responsible for approval and implementation of the changes that are being recognized or identified to improve the education system of Maldives. For this improvement, the national curriculum framework was designed. The major aim of this national curriculum framework was to promote the holistic approach in the field of education. This requires emphasizing on the elements like knowledge, skills, values and attitude. Several strategies like communication, documentation, different types of boards have been selected for implementing and monitoring the practice of bringing change in the education system of Maldives (Allais, 2010). However, it has faced many challenges such as resistance by the teachers and other stakeholders, lack of trainings, inappropriate communication of the changes etc. it has been recommended that training should be provided to the teachers in order to bring the change. Strategies like better communication and documentation should also be used at that time of implementation in order to get the more effective results and successful implementation. References: Ali, A. (2006).A study of the Cluster Schools Policy in the Maldives(Doctoral dissertation, Institute of Education, University of London). Allais, S. (2010).The implementation and impact of National Qualifications Frameworks: Report of a study in 16 countries. Geneva: ILO. Allais, S. (2014).Selling out education: National qualifications frameworks and the neglect of knowledge. Springer. Amadio, M. (2013). A rapid assessment of curricula for general education focusing on cross-curricular themes and generic competences or skills.Background paper for EFA Global Monitoring Report,14. Badugela, T. M. (2012).Problems facing educators in implementing the National Curriculum Statement: The case of Tshifhena Secondary School, Vhembe District, Limpopo Province, South Africa(Doctoral dissertation). Bennie, K., Newstead, K. (1999). Obstacles to implementing a new curriculum. InProceedings of the National Subject Didactics Symposium(pp. 150-157). University of Stellenbosch Stellenbosch. Bray, M., Adam, K. (2001). The dialectic of the international and the national: secondary school examinations in Maldives.International Journal of Educational Development,21(3), 231-244. Challenges in Transforming Education in Maldives | OER Commons. (2018).OER Commons. Retrieved 13 January 2018, from https://www.oercommons.org/authoring/11950-challenges-in-transforming-education-in-maldives/view Duch, H. (2005). Consultation in international development: The case of early childhood in Maldives.School Psychology International,26(2), 178-191. Hayes, J. (2014).The theory and practice of change management. Palgrave Macmillan. Hoque, K. E., Samad, R. S. A., Siraj, S., Ziyadh, A. (2012). The Role of ICT in school management of Maldives.Czes?aw Kupisiewicz,270. Kiggundu, E., Nayimuli, S. (2009). Teaching practice: a make or break phase for student teachers.South African Journal of Education,29(3), 345-358. Kuipers, B. S., Higgs, M., Kickert, W., Tummers, L., Grandia, J., Van der Voet, J. (2014). The management of change in public organizations: A literature review.Public Administration,92(1), 1-20. Latheef, M., Gupta, A., Gupta, A. (2007). Schooling in Maldives.Going to school in South Asia, 112-125. Manik, M. M., Qasim, M., Shareef, A. F. (2014, June). Embedding 21st century skills in pre-service teacher training: A Case Study from the Maldives. Conference On Professional Development In Education (PDE2014), Widyatama University Indonesia, Open University Indonesia and Open University Malaysia. Mohamed, A. M., Ahmed, M. A. (2000). Education policies, curriculum design and implementation at the level of upper primary and general secondary education.Notes,93, 93. Mohamed, N. (2013). The challenge of medium of instruction: A view from Maldivian schools.Current Issues in Language Planning,14(1), 185-203. Orrill, C. H., Anthony, H. G. (2003). Implementing Reform Curriculum: A Case of Who's in Charge. Pugh, L. (2016).Change management in information services. Routledge. Rasheed. (2018).Schools open for new academic year | Maldives Independent.Maldivesindependent.com. Retrieved 13 January 2018, from https://maldivesindependent.com/society/schools-open-for-new-academic-year-121339 Shareef, M. (2010).Environmental education in the Maldives: The implementation of inquiry-based learning at the primary level(Master's thesis). Shea, C. M., Jacobs, S. R., Esserman, D. A., Bruce, K., Weiner, B. J. (2014). Organizational readiness for implementing change: a psychometric assessment of a new measure.Implementation Science,9(1), 7. Wilson, C., Grizzle, A., Tuazon, R., Akyempong, K., Cheung, C. K. (2014).Media and information literacy curriculum for teachers. UNESCO Publishing.

Jacky Robinson Essays - Jackie Robinson, Los Angeles Dodgers, 42

Jacky Robinson (1919-72) Jack Roosevelt Robinson was born in Cairo, Georgia., on January 31, 1919 to Jerry and Mallie Robinson. He grew up in Pasadena, California. In high school and at Pasadena Junior College he showed great athletic skill in track, basketball, football, and baseball. He left school in 1941 and was drafted the following year for Army service during World War II. After receiving a medical discharge in 1945, Jackie Robinson decided to tryout for the Boston Red Sox, but ended up not making the team. He spent a year playing baseball with the Kansas City Monarchs of the Negro National League. Later he played in the 1946 season with the Montreal Royals, a Dodgers farm club, and led the International League in hitting with a .349 average. He stole 40 bases and scored 113 runs. When the Dodgers opened their 1947 season, Robinson was playing second base. On April 10, 1947, Jackie Robinson became the first black player to sign a major league contract in the 20th century. During his first game, Jackie went hitless in three at-bats, but flawlessly handled 11 chances at first base. In 1947, Jackie hit .297 and stole 29 bases while also playing first base for the Dodgers. Jackie led the National League in stolen bases and was named rookie of the year. The main problem he had to overcome was controlling his short temper after hearing so many racial remarks from the crowds and other ball players, including his own teammates. On July 12, 1949, Jackie Robinson made his All-Star game debut for the National league. This was the first time that a black player participated in an All-Star game. On October 6, 1949, Jackie Robinson scored the only run in the Dodgers 1-0 win over the New York Yankees in game two of the World Series. This was the only game that the Dodgers won in the 1949 World Series. In 1949, with a .342 average, he was named the most valuable player in the league. He was one of the game's best base runners, with a total of 197 stolen bases. The Dodgers won six National League pennants during Robinson's ten playing years. On December 13, 1956, the Brooklyn Dodgers traded Jackie Robinson to the Dodger's rival team, the New York Giants in hopes that Robinson would be able to boost the low attendance. He was being traded for a pitcher named Dick Littlefield and $35,000 in cash. At this time, Robinson was having problems with his legs and was thinking about quitting baseball. Less than a month later, Jackie retired from baseball in 1956 with a lifetime batting average of .311. On January 23, 1962, the Baseball Writers Association of America elected Jackie Robinson to the Hall of Fame in his first year of eligibility. Robinson became the first African-American to be elected. After retirement he became a vice-president of a New York restaurant firm and the president of a land-development company. From 1964 to 1968 he served as special assistant for civil rights to Governor Nelson Rockefeller of New York. He also worked with drug-prevention programs. Robinson starred in the motion picture The Jackie Robinson Story which was made in 1950 and was the author, with Alfred Duckett, of I Never Had It Made in 1972. On October 24, 1972, Jackie Robinson died from a heart attack at the age of 53 in Stamford, Connecticut. Ten days earlier, Robinson had thrown out the first pitch at the beginning of the second game in the 1972 World Series.

Critically examine the circumstances under which the United Nations Security Council can trigger the exercise of jurisdiction by the International Criminal Court. The WritePass Journal

Critically examine the circumstances under which the United Nations Security Council can trigger the exercise of jurisdiction by the International Criminal Court. Abstract Critically examine the circumstances under which the United Nations Security Council can trigger the exercise of jurisdiction by the International Criminal Court. ) ICC Now, iccnow.org/?mod=court 11 December 2013. Coalition for the International Criminal Court. (2012) A Universal Court with Global Support UN and the ICC, ICC Now, [Online], Available: iccnow.org/?mod=unicc [11 December 2013]. Corrina Heyder, The UN Security Security Councils Referral of the Crimes in Darfur to the International Criminal Court in Light of US Opposition to the Court: Implications for the International Criminal Courts Functions and Status (2006) Berkeley Journal of International Law, Volume 24, Issue Dapo Akande, The Jurisdiction of the International Criminal Court over Nationals of Non-Parties: Legal Basis and Limits (2003) Journal of International Criminal Justice, Volume 1. David Blunkett and Geoffrey Bindman, ‘Government versus the law’ (2002) Law Society Gazette, Issue 38, LS Gaz, 03 Oct. David Wippman, Atrocities, Deterrence and the Limits of International Justice (1999) Fordham International Law Journal, Volume 23. Donald Hafner and Elizabeth King, ‘Beyond traditional notions of transitional justice: how trials, truth commissions and other tools of accountability can and should work together’ (2007) International and Comparative Law Review, Volume 30, Article 6. Europa, ‘Genocide, Crimes Against Humanity and War Crimes: Criminal Investigation and Prosecution’ (2003) Summaries of EU Legislation, http://europa.eu/legislation_summaries/justice_freedom_security/judicial_cooperation_in_criminal_matters/l16005_en.htm 11 December 2013. Global Campaign for the Crime of Aggression, The ICC and the UN Security Security Council (2013) Crime of Aggression, http://crimeofaggression.info/role-of-the-icc/the-icc-and-the-un-security-Security Council/ 12 December 2013. Margot E Salomon, Global Responsibility for Human Rights: World Poverty and the Development of International Law (OUP Oxford, 2007). Maximo Langer, Universal Jurisdiction as Janus Faced (2013) Journal of International Criminal Justice, Volume 11, Issue 4. Michelle Maiese, ‘Human Rights Protection’ (2004) beyondintractability.org/essay/human_rights_protect/ 12 December 2013. Mohamed El-Zeidy, M, ‘The United Nations Dropped the Atomic Bomb of Vanderbilt’ (2002) Journal of Trans National Law, Volume 35. Scott Straus, Darfur and the Genocide Debate, International Commission for Inquiry on Darfur (2005) Report of the International Commission for Inquiry on Darfur to the United Nations Secretary General, un.org/News/dh/sudan/com_inq_darfur.pdf 12 December 2013. Tomasz Iwanek,   ‘The 2003 Invasion of Iraq: How the System Failed’ (2010) Journal of Conflict and Security Law 89, Volume 15, Issue 1. SIPRI, ‘UN Arms Embargo on Libya’ (2011), sipri.org/databases/embargoes/un_arms_embargoes/libya/libya_2011 [17 December 2013]. United Nations, International Organisations (2010) International Relations Law, Volume 61, 5th Edition. Luigi Condorelli and Annalisa Ciampi, Comments on the Security Security Council Referral of the Situation in Darfur to the ICC (2005) Journal of International Criminal Justice, Volume 11, Issue 5. United Nations, General Assembly, Human Rights Security Council, (2010) Thirteenth Session, Agenda item 7, Human Rights Situation in Palestine and other occupied Arab territories, http://unispal.un.org/UNISPAL.NSF/0/2B74828D74985F67852576D9005AA5EE, 12 December 2013. United Nations, International Organisations (2010) International Relations Law, Volume 61, 5th Edition. Mohammad Shouman, The Role of the UN Security Security Council in the ICC (2012) ICJ Central, http://ijcentral.org/blog/the_role_of_the_u.n._security_Security Council_in_the_icc/ 11 December 2013.

9 Myths About Learning Italian

9 Myths About Learning Italian Its easy to listen to popular opinions about how difficult it is to learn a language.   But just like any other self-improvement activity or skill (dieting, working out, and sticking to a budget come to mind), you can convince yourself with a multitude of excuses why you cant pronounce Italian words or conjugate Italian verbs  or you can use that time and energy to learn la bella lingua. To help you get over that as quickly as possible, here are ten of the most common myths about learning Italian. Italian is More Difficult to Learn Than English Reality:  Research shows that Italian is  easier to learn English. Beyond the scientific reasons, though, as a child, no one knows any better when learning to speak their native tongue. One way around the frustration when learning Italian is to remember that everyone was a beginner at one time. Children laugh and enjoy speaking and singing nonsense words for the sheer joy of hearing themselves. As the Italian proverb says, Sbagliando simpara - by making mistakes one learns.   I Wont Be Able to Roll My Rs Reality: The fact is, some Italians cannot roll their Rs either. Its called la erre moscia (soft r), its oftentimes a result of a regional accent or dialect and also traditionally associated with upper-class speech. Italians from the north of Italy, especially in the northwest region of Piedmont (close to the French border), are famous for this speech variation - which shouldnt be a surprise, given the influence of the French language on the local dialect. In fact, the linguistic phenomenon is also called la erre alla francese. For those who do want to learn to roll their Rs, try placing your tongue against the roof of your mouth (near the front) and trill your tongue. If all else fails, pretend youre revving up a motorcycle or repeat the following English terms a few times: ladder, pot o tea, or butter There Arent Any Schools Near My Home Reality: Who needs a school? You can study Italian online, listen to a podcast,  listen to Italian audio, or find an Italian pen pal to practice writing. In short, the Internet is a multimedia platform where you can utilize all the elements necessary to learn Italian. Ill Never Use Italian Reality: No matter your motivation for learning Italian, new opportunities can present themselves in ways you cannot imagine initially. Youll make friends when you visit, find a TV show you love, or perhaps, even fall in love yourself. Who knows? Im Too Old to Learn Italian Reality:  People of all ages can learn Italian. To a certain extent, its a question of determination and dedication. So stop procrastinating and start practicing! No One I Know Speaks Italian, So Theres No Opportunity to Practice Reality:  Contact the Italian department at your local college or an Italian American organization since they frequently sponsor wine tastings or other events where participants can meet and mingle to practice Italian. Or join your local Italian Language Meetup group. Organized by Meetup.com, the Italian Language Meetup is a free gathering at a local venue for anyone interested in learning, practicing, or teaching Italian. Native Italians Wont Understand Me Reality:  If you make an effort, chances are theyll parse out what youre saying. Try  Italian hand gestures, too. And if you strike up a conversation, youll be practicing Italian. An important part of learning to speak Italian is building your self-confidence - so the more you try to express yourself, the quicker youll learn the language.   Im Only Visiting Italy for a Short Time, So Why Bother? Reality:  Why bother, indeed? Travelers to Italy will want to learn Italian survival phrases to help them with both the practical (you do want to know where the bathroom is, dont you?) as well as the mundane (i.e.,  how to decipher an Italian menu).   I Have to Use a Textbook to Study Italian, and I  Dont Like Them Reality:  There are  many effective ways to study Italian. Whether its reading an Italian textbook, completing workbook exercises, listening to a tape or CD, or conversing with a native Italian speaker, any method is appropriate.

Question 31 & 32 Essay Example | Topics and Well Written Essays - 500 words

Question 31 & 32 - Essay Example This means that criminal activities take places because criminals have low control over themselves. Individuals have low control over themselves because they have been brought up in a poor manner and their attachment with their parents is even quite weak which elevates the chances of them getting into a criminal act. Hirshi and Gottfredson even state that individuals who have low control over themselves even indulge in actions that may not be considered criminal but are quite harmful, these actions include: alcohol and drug abuse, road accidents and pregnancies that are not wanted. The base of the general theory of crime is the elements of love, affection, involvement and belief. Individuals having low self control are those who are not committed to the norms and cultural values of their societies and they end up committing criminal act as they give preference to satisfaction over the norms and cultural values of their society. 2. The theory of Left Realism came into existence during 1970s and was created in response to the importance given to deviant behaviors conducted by those who are considered as elite of the society (Adler, 2010, p.205). Left Realism states that the people within the lower class experience day to day criminal activities conducted against them and they mainly experience street related crimes (Vito, 2006, p.232). According to Left realists, street crimes are caused because individuals are committers of these crimes are deprived from social and political participation. Another emerging perspective of criminology is peacemaking criminology; this ideology of criminology promotes fairness, nonviolent living and impartiality between the components of the society (Adler, 2010, p.206). According to peacemaking criminology, the current state of fighting crime and actions used to counter criminal activities can only lead to more

Nursing management Essay Example | Topics and Well Written Essays - 2500 words

Nursing management - Essay Example The prevalence of marijuana use peaked in males and females aged 20–29 years (Maxwell, 2003). In young people aged 14 to 17 years, the drug was used at least once by 28% of persons falling in this group whereas in the elderly people, consumption decreased after the age of 40 years and the rate continued to decrease as age increased thereafter. The consumption of marijuana was much higher in Aboriginal and Torres Strait Islander people (50%) when compared to non-indigenous Australians (33%). Also, there was no difference noted in marijuana intake between those living in urban areas and those in remote and rural areas. The drug abuse was more in those with English speaking background than those with non-English speaking background. Women who were either breast feeding or pregnant or both consumed much less than other women. Marijuana is a mixture of dried parts of the plant hemp including leaves, stems, seeds and flowers. It appears green, brown, or grey depending on the composition. It is referred to by many street names such as herb, weed, grass, boom, Mary Jane, gangster, or chronic. It is usually consumed in the form of cigarette (referred to as ‘joint’ or ‘nail’) or pipe. Most often it is consumed with other illicit drugs like cocaine (called ‘blunts’) or tobacco. It is taken in mainly for the mental effects like altered state of consciousness, perceptual changes like hallucinations and heightened sensory experiences. The main active chemical having psycho-activity in marijuana is THC (delta-9-tetrahydrocannabinol) (Astolfi, 1998). Other than euphoria and hallucinations, marijuana has other effects also. The immediate effects are blood shot eyes, dry mouth and throat, sleepiness, paranoia, decreased ability to concentrate, coordinate and react, along with impaired short- term memory, comprehension, speech and learning. There is decreased ability to judge distances and react to signals and sounds on the road causing accidents.

Education - Teacher Essay Example for Free

Education Teacher Essay The education has been derived from Latin words Educare†. â€Å"Educare means to train, to bring and lead out, so we can say that education is to bring up, to developing and shaping up the individual talent and his inner potentialities. Definition: Education is a process in which and by which the knowledge, characters and behavior of the human being are shaped and molded. Education is lead to the enlightenment of mankind. According Imam Gzali Imam Ghazali said that education is a process which enables an individual to distinguish between the true and false, the good and bad, the right conduct and the evil doing. Educational policy: Education policy refers to the collection of laws and rules that govern the operation of education systems. Education occurs in many forms for many purposes through many institutions. For example early childhood education, two and four year colleges or universities, graduate and professional education, adult education and job training. Therefore, education policy can directly affect the education people engage in at all ages. Policy 1979 Page 1 National Education Policy 1979 By Roll No. 01,48,12,37,41 National Education Policy, 1979. On 29 March 1972 Zulfiqar Ali Bhutto announced the education policy. As a result all private education institutes were taken into national grip and brought changes in all other aspect of education. July 1977 General Zai-ul-Haq announced that new administration wanted to impose Islamic system. They considered it their aim. They believed that goals could not be achieved unless educational system based on Islamic system. For this purpose General Zia-ul-Haq conducted the conference of teachers, educationalist and of intelligent people. This conference gave recommendation for whole educational system. Muhammad Ali Khan announced this national policy. The main purpose of this policy was to impose education on Islamic system and to impose Urdu language by means of education. Main aim of the National Educational Conference 1979 was: ? Fostering loyalty to Islam. ? Creation of concept of Muslim Ummah. ? Promotion of science and technical education. Recommendation The main recommendation of the education policy of 1979 was following. 1. Elementary Education ? ? ? ? ? In coming five years 13000 schools will have opened Schools will have opened for those girls that were deprived from formal education Enable the students to stand on their courage Residential irony and training centers will have constructed for rural female teacher 5000 masjid will have constructed and books will have provided free of cost 2. Secondary Education ? 2000 new secondary institutes will have opened and converted 1000 middle schools into secondary institutes ? In the curriculum of secondary education new subject will have added ? Scope of secondary education will have intended so that students found take part in productive activities ? Secondary education will have considered from nine class to second year Policy 1979 Page 2 National Education Policy 1979 By Roll No. 01,48,12,37,41 3. Higher Education ? In selected girls colleges of all provinces post graduates classes will have started ? Valuation will have given to teachers of University to extend their education professional training ? Scholarship will have given to intelligent students and teachers ? In coming five years no other new universities except women universities. New buildings of colleges will have constructed for girls and boys ? Provincial government will responsible to bear all expenses of universities Features: It was said in nation policy 1979 that education is a continuous process. Any educational policy cannot complete without education. Main features of recommendation are given below. 1. Masjid School It was planned in national educational policy that masjid schools masjid will have opened in these schools other subjects will have together alongside primary education. Moreover it was decided to open 5000 masjid school 2. Women Education It was recommended in policy to establish separate women university. Main point was to get attention of women towards education 3. Special Education It is also recommend in policy that central government will have prepared plans for the education of blinds, handicap able. Such person will have prepared to ea rn their livelihood 4. Establishment of private Institution In national policy establishment of private institute were allowed in this way education of inhabitants of country will have increased. Policy 1979 Page 3 National Education Policy 1979 By Roll No. 01,48,12,37,41 5. Mohallah Schools It was recommended to open Mohallah schools for those girls that could not get admissions in formal educational institutes. For this purpose 5000 school were opened 6. Religious Education Arabic will have compulsory up to 8th class. It will have taught as a compulsory subject 7. Village workshop schools It was recommended in policy to open workshops schools for those children who leave study. Main purpose was to enable them to earn their livelihood. 8. Medium of instruction It was planned in policy that all English medium school that get government aids will consider Urdu language as a medium of instruction IMPACT: 1. Clear foundation of education In national educational policy Islamic Ideology of life was considered as base of education 2. University Grants Commission It was decided in policy to give university grant commission to university to save their problems moreover it was said that government would bear expenses of university and these amount were given a grant commission 3. Urdu Language. It also decided in educational policy that all official work will have performed in Urdu language. It was compulsory for English medium schools that get government aids to adopt language selected bay provincial government Policy 1979 Page 4 National Education Policy 1979 By Roll No. 01,48,12,37,41 4. Islamic Madras’s According to the decision of national policy those people were held for public services that have certificate from Islamic Madras’s. in this way benefits of Madras increased and preached Islam 5. Teacher welfare Residential colony was constructed for rural teachers. For getting external in internal education scholarship was given to teachers Milestones achieved by Education Policy 1979: 1. The medium of instruction was switched over to Urdu in government schools. 2. Private schools were allowed to have English as the medium of instruction. This led to the operation of two different systems of education within the country, one for those who could afford private education, and one for the rest of the nation. This two tier system contributed to a widening socio-economic inequity with the consequent feeling of injustice and resentment. 3. The policy of nationalization was reversed. 4. The private sector was encouraged to open schools. 5. The funding of universities was made through the Federal government. Suggested strategies to achieve goals of Policy: 1. Merging madras and traditional education. 2. Urdu as a medium of education. 3. Effective participation of community in literacy programs. 4. Linked scientific and technical education. 5. Separate instates for male and female. 6. Mosque schools. Implementation: This policy was not implemented properly and failed due to lack of planning and financial resources. Policy 1979.

Audio Engineer Essay -- essays papers

Audio Engineer An audio engineer is responsible for the operation of the soundboard and other equipment in the recording of music, words, sounds, or any combination of such material. There are several types of engineering positions available in today's studios. In large studios, there are usually several engineers, each with the own duties and contributions. There are recording engineers, recording assistants, set-up engineers, maintenance engineers, and even mix-down engineers in some cases. In smaller studios the engineer is usually responsible for all of these duties. As a rule, the engineer should be able to set-up, use, and fix the equipment they work with. In the studio, the recording engineer has to prepare for the recording sessions by setting up the necessary equipment, run the equipment during the session, and break down afterwards. While this sounds all too simple, one must remember that the engineer must work with the producer and the act to achieve the sound they're looking for, as well as troubleshoot any technical problems. This is not always a smooth process. The engineer must employ both creative and technical skills, applying their knowledge and experience to helping create music in collaboration with the artist and producer. There are many degree programs offered by schools around the world, leaving the prospective recording engineer with several routes of training. One method of receiving training in the audio engineering field is through short course and seminars. While these serve only as an introduction to the field by themselves, they are also instrumental in keeping professionals abreast with current trends and technologies affecting the industry. Such seminars are also a great source of networking for the professional. Short courses and seminars are an excellent way of supplementing a one or two-year program to enter the field. These schools tend to concentrate on the actual usage and maintenance of studio equipment. Hands-on experience and intensive exposure to the equipment is an advantage of such a program. Most offer considerable job placement services as well. Trade or occupational schools are a good choice if someone wishes to someday become a recording engineer. A student may also choose to attend a university or college and pursue a four-year degree in audio engineering. Most of these progr... ...ate education for entry into the field. The annual income of an audio engineer can range from $12,000 at an entry-level position to upwards of $125,000+ for top positions. Remember too that successful freelance engineering is very lucrative. Not only can the reputable freelance demand higher pay, but may also share in the royalties of a particularly successful project. There a few things that one needs to consider before choosing to pursue a career in audio engineering. A recording engineer often has to work long, irregular hours. An engineer must also be able to work well under extreme pressure. It also helps if the engineer has a good musical ear, as well as an appreciation of music. Naturally, it helps to be fairly adept technically and electronically. If you feel like this is you, and you can handle working for a long time without reward (hopefully not too long), then a career in audio engineering could be for you. Bibliography: Resources Field, Shelly. Career Opportunities in the Music Industry. 3rd Ed. New York: Facts on File, 1995. Martin, George. Making Music. New York: Quill, 1984. Http://hrdc.igr.com/lmi/occ prof/5225 html (career overview)

Business Strategies Success of McDonald

Social responsibility is the concept that business is part of the larger society in which it exists and must therefore act in a way that not only advances the firm, but also serves the society. More than ever firms are being challenged to integrate social responsibilities in to their operations. Many firms now believe that social responsibility to be a lot more than granting money to community groups or volunteering their time to organizations – although these are both important ways that firms support the community. Today, business leaders recognize that a commitment to corporate social responsibility can provide distinct advantage in attracting and retaining employees, dealing with suppliers and regulators, strengthening customer relationships and providing positive returns for investors. Let us take a look at some of the social responsibility issues and analyze how businesses are showing their social responsibility. Around the world there are lots of environmental concerns that challenge companies to be better global citizens. Leading companies know that taking a strong role in protecting the environment improves the efficiency of operations and saves money, making a positive impact on business partners, customers and investors. Let us see how socially responsible companies are responding to the environmental concerns. Delphi Automotive Systems is dedicated to protecting human health, natural resources and the global environment. For Delphi, a commitment to environmental management is a critical business strategy. Delphi has certified 15 of its global manufacturing sites under ISO 14001, a global standard that recognizes facilities that have systems in place to proactively manage and reduce their environmental impact. The company is working toward earning this certification for all 168 of its manufacturing facilities around the world over the next three years. John Jaffurs, director, Delphi environmental services, states, â€Å"We want to formally integrate our environmental management into the goals of the business. Delphi is using ISO 14001 and other tools as a means of creating a total environmental management system. This will allow us to integrate operational environmental issues directly into future planning. † Delphi's involvement in reducing the automobile's environmental impact began more than 30 years ago with the introduction of the first catalytic converters. Delphi works to reduce emissions, increase fuel economy, decrease vehicle mass and enhance the recyclability of its products. Delphi also believes that the reduction or elimination of materials can go far in helping the environment. Delphi's E-STEER Electric Power Steering reduces the number of seals and totally eliminates the power steering fluid, hoses and pump from the power steering system. In 1995, 75 percent of all cars sold (approximately 27 million) were equipped with traditional power steering and carried an estimated 40 million liters of hydraulic fluid. This new technology can result in a significant reduction in raw materials, which means less material to recycle or dispose after the life of the product. E-STEER also reduces energy demand by up to 80 percent, resulting in improved fuel economy and reduced vehicle emissions. E-STEER received the 1999 PACE (Premier Automotive Suppliers' Contribution of Excellence) award from Automotive News and Ernst & Young LLP, which recognizes automobile suppliers who have excelled in adapting and reinventing their companies and their products to meet the growing demands of their customers — the world's major automotive manufacturers. E-STEER is just one example of the many innovative product technologies Delphi can offer to provide environmental solutions to its customers. According to the American Lung Association, motor vehicle emissions account for approximately 77 ercent of the carbon monoxide (CO), more than 35. 6 percent of the volatile organic compounds (including hydrocarbons) and around 45 percent of the nitrogen oxides (NOx) in our nation's air. With this in mind, car manufacturers like GM, Ford and Honda are now producing and marketing cleaner-burning cars powered by electricity, alternate fuels or a combination of the two. Environmentalists like to refer to these as â€Å"green cars† because they represent an environmentally responsible way to travel in style. Politicians, on the other hand, have begun to see the potential for addressing larger issues. Earlier this year, Representative Robert T. Matsui (D-CA) introduced legislation that would give up to $5,000 per year in consumer tax credits to people with green cars. With this in mind, GM came up with its environment friendly â€Å"EV1†, Ford with its â€Å"Ranger† and Honda with its â€Å"Insight†. The Tennessee Valley Authority (TVA), the nation's largest electricity producer, has announced that it will begin test-marketing alternative energy sources as early as next year. As phase one of the TVA's Green Power Program, the test will utilize wind, solar and landfill gas energy sources to generate roughly three to six megawatts of power. Eight distributors, representing all seven of the Tennessee Valley Public Power Association's districts, have agreed to participate in the test. If the test is successful, TVA customers could see full-scale implementation by the end of 2003. The Green Power Program is the first of its kind in the Southeast. In related news, the TVA received word June 18 that the Department of Energy (DOE) has approved a proposal from the Virginia Alliance for Solar Electricity (VASE) to provide matching funding for the Green Power Program. The TVA's marketing plan for Green Power represents the fruits of an alternate energy initiative that began in January 1998. At that time, the TVA solicited and received 22 proposals for adding renewable electricity generators to its energy production facilities. Initial research also revealed that 84 percent of TVA customers favored a green power option. In the fall of 1998, the TVA held seven public forums that further confirmed the need for a Green Power. Participants included several members of the environmental community, utility executives, energy experts, healthcare organizations and representatives from citizens' groups. After the forums, the TVA formed the â€Å"multi-interest team† that was eventually responsible for the 2000 test-marketing plan. As the association of U. S. shareholder-owned electric utilities, Edison Electric Institute (EEI) works with key stakeholder groups, including regulators, legislators and member companies, to achieve environmental excellence. EEI's Climate Challenge program is a voluntary effort created in partnership with the Department of Energy in response to concerns about global climate change, says spokesman Jim Owen. To date, more than 600 electric utilities participate in the program, which means they have pledged to sequester or avoid 170 million metric tons of carbon dioxide and other greenhouse gases in the year 2000. This is more than four times the original goal established by the government in 1993. While some Climate Challenge efforts are undertaken by individual utilities, there are five industry-wide initiatives in place as well. These include Envirotech Investment Funds, which provide venture capital for emerging renewable technologies; the Utility Forest Carbon Management program, which funds tree planting and forest management projects; the National Earth Comfort Program, which promotes geothermal heat pumps; EV America, which introduces electric vehicles into the marketplace; and International Utility Efficiency Partner-ships, which support joint projects with foreign utilities and governments to provide efficiency of new or existing power systems. According to the Department of Energy's Energy Information Administration, electric utilities represent almost 85 percent of the voluntary actions to reduce, avoid or sequester greenhouse gases. In addition, electric utilities have made significant progress in restoring aquatic habitats, protecting endangered species and generating renewable energy, says Owen Bridging the gap between school and work is another critical link that companies are focusing on. The national organization Jobs for the Future (JFF) was founded in 1983 to help prepare tomorrow's workforce and smooth the transition from school to work. Ford†s Contribution in developing tomorrow's workforce Ford Foundation, is an initiative that seeks to create a measurable increase in jobs, wealth, services and other community infrastructure through increased corporate involvement in community economic development. JFF works with the initiative's many partners, whose collective experience and expertise cover community and economic development, national and international business and education to achieve these goals. One of JFF's major corporate partners is the Ford Motor Company. The two organizations have developed a relationship in which they exchange expertise and experience that allow both to enhance their individual programs. â€Å"In today's rapidly changing economy, schools alone cannot effectively prepare young people for a successful future,† explains Hilary Pennington, president of Jobs for the Future. â€Å"Academic standards are only part of the equation. Young people need the chance to apply what they've learned to new situations, and what happens in the real world is hard to simulate in school. We try to build partnerships between companies and schools to give kids opportunities to expand their learning experience. The Ford program is a splendid example of this type of partnership. † Ford has created several innovative education initiatives that â€Å"are helping us create a pipeline — for employees and suppliers, as well as a consumer base for our products,† says Renee Lerche, director, workforce development, Ford Motor Company. For example, the Ford Academy of Manufacturing Sciences (FAMS) is an academic- and work-based program in public high schools. The program's goals are to provide students the opportunity to learn science, math, technology and communications skills in real-life settings and encourage them to pursue secondary education. Ford trains high school teachers, who teach the manufacturing-oriented courses to 11th or 12th grade students (participants take two courses through Ford each year). An internship during the summer between 11th and 12th grade provides work experience as well. The program serves as a way not only to attract future employees to Ford, says Lerche, but also as a way to draw customers for its cars and trucks. We don't have concrete evidence that if you do these things, people buy your products. However, these activities do influence perception of our commitment to the communities in which we do business,† says Lerche. Issues such as environmental protection, education and community support are critical to companies that want to gain the trust and loyalty of their constituents. The companies profiled here understand that corporate social responsibility offers clear business benefits for all stakeholders.

Organizing Function of Management: Sephora Essay

The organizing function of management is one of the key pieces of running a successful business. Sephora, a leading makeup company founded in France in 1970, has become an international presence; its success has, without question, been affected by its organizational abilities. Two of Sephora’s core competencies are extensive knowledge of beauty products and customer needs and their ability to adapt to ever-changing technology. These two areas have greatly affected the organizing function of management within the company and have helped them excel in the international market. Knowledge  To say that Sephora has excelled in the cosmetics industry due to knowledge is very vague; one would ask â€Å"Knowledge of what? † Their success can be attributed to their knowledge in many areas, two of which include their employees’ knowledge of products and services offered and knowledge of their customers’ needs and how to satisfy those needs. Knowledge of Products and Services Every employee of Sephora is expected to have an extensive knowledge of beauty products and practices: To build the most knowledgeable and professional team of product consultants in the beauty industry, Sephora developed â€Å"Science of Sephora. This program ensures that our team is skilled to identify skin types, have knowledge of skin physiology, the history of makeup, application techniques, the science of creating fragrances, and most importantly, how to interact with Sephora’s diverse clientele. (Sephora, 2012) Knowing such a great deal of information about cosmetics may seem unnecessary to some, but it ensures that customers can enter the store with a sense of security – knowing that the employees there are best suited to help them fulfill their beauty needs. Customers don’t have to worry about wasting their time trying to find a product that works or their skin tone and type; the employees are trained to know what works for different people and can steer them in the right direction. This knowledge of products and services provided by Sephora directly impacts customer service. Knowledge of Customer Needs Another factor that has contributed to the success of Sephora is their knowledge of their customers’ needs. They use the Customer Relationship Management process to determine the wants and needs of customers and develop programs that will satisfy those wants and needs (Bateman & Snell, 2009). Sephora recognizes that their customers expect certain things from the company, and they meet not only those needs but go above and beyond to provide the best experience possible for each customer. They do this in many ways, such as using promotional offers and customer loyalty programs. One of the promotions the company always offers free shipping for any online order over $50. They know customers like free shipping, but they are also encouraging customers to spend more money. Recently, they have improved this offer to free 3-day shipping on every order, whereas before they only offered 5-7 day shipping for free. Another promotion offered at Sephora is three free samples of beauty products with every order. Customers are given the option to select three of a number of samples at checkout at no added cost. This allows customers to try out new products that they might want to use in the future. There are two parts to the customer loyalty program at Sephora. Everyone is eligible to become a Beauty Insider, and select customers are eligible to become V.  I. B. s (Very Important Beauty Insiders). Beauty Insiders gain points for every purchase they make that can be used to get deluxe beauty samples either in store or online. Customers that spend a minimum of $350 at Sephora in a calendar year are elevated to the status of V. I. B. This status gives them access to private events, exclusive rewards, special privileges, and a dedicated beauty consultant at a hotline exclusively for V. I. B. members (Sephora, 2012). Of course, none of these needs would be met so efficiently if it were not for the integration of technology. Technology Sephora has been very successful in adapting to ever-changing technological advances and using them to the advantage of the company. The Sephora website was launched in 1999 in the United States, and it is the largest North American store in terms of sales and the available selection of products (Sephora, 2012). In addition to that, â€Å"Sephora has also been recognized as a leading digital brand and continues to advance this arena through mobile and social media initiatives including an active Facebook page, BeautyTalk (its online beauty community), its mobile site, and iPhone App† (Sephora, 2012). These kinds of technological advances allow Sephora to be a very strong Time Based Competitor – as all of these factors allow them to reduce the time it takes to provide products and services to their customers (Bateman & Snell, 2009). In addition to all the formerly mentioned technological capabilities Sephora avails itself of, the company has recently begun to go above and beyond even that by further integrating social media sites such as Instagram and Pinterest into their marketing in April of 2012. Every product on the Sephora website now has a â€Å"Pin It† button that consumers can use to share favorite products with their followers on Pinterest. Their Instagram feed gives customers behind-the-scenes looks at Sephora and the latest beauty trends (Novellino, 2012). As far as in-store technological advances go, a new program has been launched that provides iPads and iPod Touches to sales associates. Customers will also be able to use their own iPhones to scan products on the floor to get more information and read product reviews right in the store. All of this will improve the overall customer experience, proving that Sephora really does pay attention to the needs of their customers and does whatever they can to make the shopping experience more convenient and enjoyable. Conclusion Through their use of knowledge and technology, Sephora has developed a responsive organization that strives to meet the needs of their customers at a fast pace. These factors are crucial to running a successful business that can not only survive, but strive in a global economy. Sephora knows what their customers want, and they deliver through their constant advances in technology and customer service.

Fatuous Means Foolish, Not Flabby

Fatuous Means Foolish, Not Flabby Fatuous Means Foolish, Not Flabby Fatuous Means Foolish, Not Flabby By Mark Nichol At first glance, readers unfamiliar with the word fatuous might assume that it has something to do with obesity. The term, however, derives from the Latin word fatuus, meaning â€Å"silly† or â€Å"stupid.† It may stem ultimately from a word meaning â€Å"of speech,† with the implication that a fatuous person is one notorious for saying silly or stupid things. The adjective’s other parts-of-speech forms are the adverb fatuously and the nouns fatuity and fatuousness. Interestingly, many synonyms for fatuous are variations of compounds ending with the root -headed: Some, like airheaded, suggest a lack of brains; others, like lunkheaded, imply that a fatuous person’s head is solid or thick. An etymologically unrelated but synonymous word that nearly rhymes with fatuous is vacuous, associated with the first class of words ending in -headed; the word is related to vacuum, suggesting a void within a person’s skull. The term infatuation (and its verb form, infatuate) is based on the same root word as fatuous: It refers to a foolish passion. Usually, that passion is love (or what the infatuated fool self-deceptively believes is love), but it can also refer to an unreasoning adherence to a belief or a cause or a platonic devotion to a person. Also related is â€Å"ignis fatuus†- literally, â€Å"foolish fire.† This Latin name for a will o’ the wisp, or light generated by combustion of gas from decomposing organic matter, is also used figuratively to refer to a deceptive goal or hope- a beacon of folly. (Mirage, the term for an optical illusion resembling water or other shining material or objects, has a similar figurative connotation.) Ignis is the origin of ignition, referring to the act of causing something to start burning, and is related to igneous, an adjective pertaining to volcanic rock. â€Å"Will o’ the wisp,† meanwhile, consists of the abbreviated version of the name William (previously sometimes used, like Jack or Bud, to refer to a generic person), as well as a contraction of of, plus the and wisp, meaning â€Å"a thin strand or streak.† In its figurative sense, â€Å"will o’ the wisp† suggests a frail thread of longing a fatuous person clings to. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:Yours faithfully or Yours sincerely?15 Great Word GamesTrooper or Trouper?

An Introduction to Obsolete Words

An Introduction to Obsolete Words Obsolete word is a temporal label commonly used by lexicographers (that is, editors of dictionaries) to indicate that a word (or a particular form or sense of a word) is no longer in active use in speech and writing. In general, notes Peter Meltzer, the difference between an obsolete word and an archaic word is that, although both have fallen into disuse, an obsolete word has done so more recently (The Thinkers Thesaurus, 2010). The editors of The American Heritage Dictionary of the English Language (2006) make this distinction: Archaic. [T]his label is attached to entry words and senses for which there is only sporadic evidence in print after 1755 . . ..Obsolete. [T]his label is attached to entry words and senses for which there is little or no printed evidence since 1755. In addition, as Knud Sà ¸rensen points out, it sometimes occurs that words which have become obsolete in Britain continue to be current in the United States (compare Amer. Engl. fall and Brit. Engl. autumn) (Languages in Contact and Contrast, 1991). Following are some examples of obsolete words: Illecebrous Illecebrous [ill-less-uh-brus] an obsolete word meaning attractive, alluring. From a Latin word meaning to entice.(Erin McKean, Totally Weird and Wonderful Words. Oxford University Press, 2006) Mawk The underlying meaning of mawkish is maggotish. It was derived from a now obsolete word mawk, which meant literally maggot but was used figuratively (like maggot itself) for a whim or fastidious fancy. Hence  mawkish originally meant nauseated, as if repelled by something one is too fastidious to eat. In the 18th century the notion of sickness or sickliness produced the present-day sense over-sentimental.(John Ayto, Word Origins, 2nd ed. A C Black, 2005) Muckrake Mudslinging and muckrakingtwo words commonly connected with the pursuit of an elected office and the flotsam the campaigns leave in their wake.Voters seem fairly familiar with the term used to describe malicious or scandalous attacks against opponents, but the latter m word may be new for some people. It is an obsolete word describing a tool used to rake muck or dung and used in reference to a character in John Bunyan’s classic Pilgrim’s Progress [1678]the Man with the Muck-rake who rejected salvation to focus on filth.(Vanessa Curry, Don’t Muck It Up, and We Won’t Rake It. The Daily Herald [Columbia, TN], April 3, 2014)| Slubberdegullion Slubberdegullion is n: a slobbering or dirty fellow, a worthless sloven, 1610s, from slubber to daub, smear, behave carelessly or negligently (1520s), probably from Dutch or Low German (cf. slobber (v)). Second element appears to be an attempt to imitate French; or perhaps it is French, related to Old French goalon a sloven. Century Dictionary speculates the -de- means insignificant or else is from hobbledehoy. Snoutfair Snoutfair is a person with a handsome countenance (literally, a fair snout). Its origins are from the 1500s. Lunting Lunting means to walk while smoking a pipe. Lunting  is also the emantion of smoke or steam from a tobacco pipe, or the flame used to light a fire, torch, or pipe, The word lunting originated in the 1500s from either the Dutch word lont  meaning a slow match or fuse or the Middle Low German lonte meaning a wick. With Squirrel With squirrel is a euphemism that means pregnant. It originated in the Ozark Mountains  in the early 20th century. Curglaff Curglaff is commonly felt by people in northern climes - it is the shock that one feels when first plunging into cold water. The word curglaff originated from Scotland in the 1800s. (Also spelled curgloff). Groak To groak (verb) is to watch someone longingly while they are eating, in the hope that they will give you some of their food. The origin is possibly Scottish.   Cockalorum Cockalorum is a little man who has an over-inflated opinion of himself and thinks himself more important than he is; also, boastful speech. The origin of cockalorum  may be from the from the obsolete Flemish word  kockeloeren of the 1700s,  meaning to crow.